scholarly journals Pre-Service Teachers’ Levels of Adaptations to Remote Teaching and Learning at A University in A Developing Country in the Context of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Lydia Mavuru ◽  
Oniccah Koketso Pila ◽  
Anesu Gelfand Kuhudzai
Keyword(s):  
South African ◽  
Developing Country ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Support Mechanisms ◽  
The Rich

The outbreak of Covid-19 pandemic has not only caused fear and uncertainty in the education systems across the globe, but it brought about a fundamental paradigm shift in the mode of teaching and learning. Higher education drastically transitioned to remote/ online delivery even for the students who had enrolled for face-to-face mode of teaching and learning. The paper is premised in the context of a developing country that such a drastic change could have widened the digital divide between students from privileged homes and those from disadvantaged families as students did not receive adequate technological training and to even acquire the necessary electronic devices. Consequently, the study sought to establish the levels of adaptation to remote teaching and learning by university students herein referred to as pre-service teachers. Following a quantitative research design, an online questionnaire survey was administered to 157 pre-service teachers enrolled in a Life Sciences Methodology module at a South African university. Data was analysed using SPSS version 26 and descriptive statistics, exploratory analysis of the questionnaire constructs and One-Way ANOVA tests were conducted to compare pre-service teachers` perceptions, experiences and preparedness. The results showed that the disparities and inequalities that exist in different South African contexts in which pre-service teachers hail from, dictated their levels of adaptations to remote teaching and learning. Those from disadvantaged backgrounds were less adapted as they struggled more when it comes to acquisition of electronic gadgets and connectivity to facilitate remote learning compared to those from advantaged backgrounds. This study affirms the call for education institutions and governments to rethink ways of closing the gap between the poor and the rich in education in terms of resource and other support mechanisms.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

scholarly journals Challenges of Teacher Autonomy for Professional Competence

2021 ◽  
Vol 5 (1-2) ◽  
pp. 39-46
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Sampling Procedure ◽  
Teacher Autonomy ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Digital Books ◽  
Phenomenological Research Design ◽  
The Impact

Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning.  The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals TOWARDS E-LEARNING IN BASIC SCHOOLS DURING COVID-19: INSIGHTS FROM GHANAIAN TEACHERS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Naa Kai Amanor-Mfoafo ◽  
Kwamina Kurefi Edonu ◽  
Olivia Akrofi ◽  
Ebenezer Nortei Dowuona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Learning Methods ◽  
Face To Face ◽  
Conventional Teaching ◽  
Private And Public ◽  
E Learning ◽  
Approach To Teaching

In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

scholarly journals Studi Dampak Pandemi Covid-19 terhadap Perilaku Belajar, Interaksi Sosial dan Tingkat Spiritual Mahasiswa

2021 ◽  
Vol 4 (3) ◽  
pp. 395-408
Author(s):  
I Wayan Darna
Keyword(s):  
Social Communication ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Face To Face ◽  
Learning Platforms ◽  
Cross Sectional Design ◽  
The Right ◽  
The Impact

The study aims to analyze learning behavior, social interaction and spiritual level of UHN I Gusti Bagus Sugriwa students due to the pandemic Covid-19 in order to be able to prepare and do the right things in the era of adapting new habits. This study was quantitative research and used cross-sectional design. Samples that were selected by simple random sampling. Data were collected using online questionnaire. The impact of the covid-19 pandemic for students in college activities is     (1)the adjustment of online method, because some areas are constrained by internet signal, quotas, learning platforms, etc. (2) social communication in cyberspace has increased, as a result of not being able to meet face-to-face directly and (3) the spiritual level of students is in the good category. Students have more time to correct themselves to be better, more resilient, and take lessons from what happened

scholarly journals Creating communities of practice: The Harvard Language Center’s role in supporting language instruction during the pandemic

2021 ◽  
pp. 139-152
Author(s):  
Andrew F. Ross ◽  
Sarah Luehrman Axelrod
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Emergency Evacuation ◽  
Language Instruction ◽  
Harvard University ◽  
Face To Face ◽  
Support Mechanisms ◽  
Face To Face Instruction ◽  
Training And Support ◽  
Academic Year

When Harvard University moved all instruction into an online modality in response to the COVID-19 pandemic, The Language Center positioned itself as a critical source of guidance on best practices in this new environment. For Harvard, an institution that has always prioritized face-to-face instruction above all other formats, 2020 has been a watershed moment that has forced faculty to reconsider nearly everything about the way they organize and deliver their courses. Owing to the pandemic crisis, we find ourselves in a moment in which the efficacy of these modalities in language learning is, despite initial concerns, being proven day after day. In the context of this crisis, The Language Center has developed training and support mechanisms for this transition, focusing on desired learning outcomes, centering instructor and student experience, and positioning the language faculty to be able to successfully employ hybrid and online approaches to instruction that will continue to serve them well after the crisis abates. This contribution describes the strategies and actions that The Language Center took to ensure the success of the remote teaching and learning of languages at Harvard University in the first term of the 2020-2021 academic year, after the emergency evacuation of campus in March of 2020, and offers a model for other centers engaged in academic support. While extensive insights on the success of these efforts are still pending, given the timing of this crisis and the interventions undertaken, early feedback suggests that faculty have found provided resources to be useful, and their intention is to adopt aspects of technologically-mediated instruction in their face-to-face teaching going forward.

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