Teachers' perceived stress and experience in online teaching during the early phase of the COVID-19 pandemic

Stress affects various aspects of human life and may also affect professional functioning of teachers. Research on attitudes towards digital/online teaching and learning has shown that the success of any online education depends upon the attitude of teachers towards online learning. Some studies before the pandemic showed that teachers, in comparison to other high-stress occupations, were reported as being the most stressed in regard to physical and psychological wellbeing. The aim of this pilot study is to investigate teachers' perceived stress and its relationship with attitudes towards online teaching and subjective online teaching overload during the early phase of COVID-19 pandemic. The online survey was performed during and immediately after the enforcement of lockdown measures in Vojvodina in spring 2020. The total sample included 64 teachers from primary and secondary schools (12.5% were class teachers), between 26 and 63 years of age. The subjective stress perception was measured using the Perceived Stress Scale, and a 19-item questionnaire was constructed for the assessment of attitudes towards online teaching. The perceived stress level was increased compared to the norms suggested by the scale author. Subjective overload with online teaching was significantly positively correlated with the perceived stress (r = .385, p <.01). Teachers did not report extremely positive or negative attitudes towards online teaching. Still, the attitude towards online teaching was significantly negatively correlated with the subjective overload with online teaching (r = - .294, p <.05). Results showed no significant correlation between the perceived stress and attitudes towards online teaching.

Download Full-text

Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

10.31235/osf.io/gfdzc ◽

2021 ◽

Author(s):

Basma MOUNJID ◽

Elhassane EL HILALI ◽

Fatima AMRANI ◽

Mohammed MOUBTASSIME

Keyword(s):

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

School Closure ◽

School Closures ◽

Teachers Perceptions ◽

Data Collection Instrument ◽

Teaching Learning ◽

The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

Download Full-text

Meta-Analysis of EMF-Induced Pollution by COVID-19 in Virtual Teaching and Learning With an Artificial Intelligence Perspective

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.285566 ◽

2022 ◽

Vol 17 (4) ◽

pp. 1-20

Author(s):

Sanjita Das ◽

Shilpa Srivastava ◽

Aprna Tripathi ◽

Saumya Das

Keyword(s):

Online Education ◽

Soft Computing ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

Meta Analysis ◽

Online Teaching And Learning ◽

Soft Computing Techniques ◽

Frequent Exposure ◽

Online Office

Concerns about the health effects of frequent exposure to electromagnetic fields (EMF) emitted from mobile towers and handsets have been raised because of the gradual increase in usage of cell phones and frequent setting up of mobile towers. Present study is targeted to detrimental effects of EMF radiation on various biological systems mainly due to online teaching and learning process by suppressing the immune system. During COVID-19 pandemic the increased usage of internet due to online education and online office leads to more detrimental effects of EMF radiation. Further inculcation of soft computing techniques in EMF radiation has been presented. A literature review focusing on the usage of soft computing techniques in the domain of EMF radiation has been presented in the article. An online survey has been conducted targeting Indian academic stakeholders’ (Specially Teachers, Students and Parents termed as population in paper) for analyzing the awareness towards the bio hazards of EMF exposure.

Download Full-text

Hindrance to Online Education during Lockdowns

International Journal of Asian Education ◽

10.46966/ijae.v2i4.223 ◽

2021 ◽

Vol 2 (4) ◽

pp. 504-513

Author(s):

Sumitra Pokhrel ◽

Roshan Chhetri

Keyword(s):

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

Large Family ◽

Online Classes ◽

Economically Disadvantaged Students ◽

Education Students ◽

Support Providers ◽

Teaching Learning

This study aims to identify the hindrances to online education students in schools and colleges during the lockdown. The online survey through Google Forms with a structured questionnaire with both restricted and unrestricted responses was designed to identify the hindrance to online education during the third lockdown. Total of 425 responses of students who attend online classes during lockdown from Phuentsholing Higher Secondary, Phuentsholing Middle Secondary, Sonamgang Middle Secondary Schools, and College of Science and Technology in Phuentsholing, Bhutan. The result indicates that socio-economic, technological, and psychological situations hinder effective online teaching and learning. Household chores, large family members, data packages, and poor internet connectivity are other difficulties students face making online education ineffective. Some of the measures to support economically disadvantaged students and provide personal computers/laptops to teachers for preparing and developing teaching-learning materials are suggested. Other recommendations and viable measures based on surveys are suggested to overcome such challenges for students and support providers to make online education effective and focused

Download Full-text

REMAINING MOTIVATED DESPITE THE LIMITATIONS: SCIENCE TEACHER'S LEARNING PROPENSITY DURING THE COVID-19 PANDEMIC IN THE DEVELOPING COUNTRY

INSECTA: Integrative Science Education and Teaching Activity Journal ◽

10.21154/insecta.v2i2.3452 ◽

2021 ◽

Vol 2 (2) ◽

pp. 130-139

Author(s):

Justin Murwanashyaka ◽

Septian Rafi Abhiyoga ◽

Ranti Ranti

Keyword(s):

Developing Country ◽

Science Teachers ◽

Online Teaching ◽

Teaching And Learning ◽

Science Learning ◽

Online Survey ◽

Negative Impact ◽

Human Life ◽

Learning Goals ◽

E Learning

The COVID-19 pandemic has affected human life at multilevel and is still a tremendous challenge for all sectors of life without exception to education. To cope COVID-19 effects in education, online teaching and learning was adopted. This study explored how science teachers’ learning remained motivated to teach, despite all the limitations they encountered and endured during the COVID-19 pandemic. This work was carried out in developing county such as Indonesia, Rwanda, Cambodia and Paraguay. The study examines how science teachers’ in developing country have faced obstacle, and meanwhile, despite this, they are still trying their hardest to stay focused on achieving their personal goals during the pandemic. This research is geared by descriptive qualitative approach. Data were collected in series of online survey with thirty nine teachers cross the developing country. The results showed that the science teachers’ learning with e-learning was less effective because not all teachers and parents of students understood the internet. During the COVID-19 pandemic, teachers are highly required to develop e-learning science learning that can help achieve learning goals, so that e-learning can satisfy all parties, and can reduce its negative impact. Science learning with e-learning can foster educators in mastering digital technology.

Download Full-text

Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges

SHS Web of Conferences ◽

10.1051/shsconf/20219901018 ◽

2021 ◽

Vol 99 ◽

pp. 01018

Author(s):

Tatiana Markova

Keyword(s):

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

Emergency Situation ◽

Research Data ◽

Distance Teaching ◽

Negative Attitudes ◽

Online Distance Education ◽

Digital Pedagogy ◽

Online Distance

This paper aims to present Russian educators’ and students’ perceptions of online education before and during the pandemic. The author analyses the primary research data collected by the team of USUE authors via quantitate research methods, and secondary research data. Based on the empirical sociological data the author identifies the key challenges facing educators’ community – negative attitudes to online teaching and learning, lack of digital pedagogy skills and ineffective interaction practices. It is concluded that in the emergency situation teachers overall managed to fit rapid curriculum transformations. Yet, university leadership and educators should come up with solutions how to address the identified challenges in online distance teaching. These solutions can involve conducting in-depth research into digital pedagogy, disseminating knowledge about the specifics of online interactions and running professional development programs for the university teachers to enhance their performance in courses delivered online.

Download Full-text

Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

Arab World English Journal ◽

10.24093/awej/call7.3 ◽

2021 ◽

Vol 7 (1) ◽

pp. 38-52

Author(s):

Basma MOUNJID ◽

Elhassane EL HILALI ◽

Fatima AMRANI ◽

Mohammed MOUBTASSIME

Keyword(s):

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

School Closure ◽

School Closures ◽

Teachers Perceptions ◽

Data Collection Instrument ◽

Teaching Learning ◽

The Impact

Download Full-text

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

Online Learning ◽

10.24059/olj.v16i5.282 ◽

2012 ◽

Vol 16 (5) ◽

Cited By ~ 3

Author(s):

Jennifer Heather Herman

Keyword(s):

Higher Education ◽

Online Education ◽

Faculty Development ◽

Online Instruction ◽

Teaching And Learning ◽

Online Survey ◽

Development Programs ◽

Online Instructors ◽

Learning Development ◽

Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Download Full-text

Online teaching: a reflection

Journal of Classics Teaching ◽

10.1017/s2058631021000246 ◽

2021 ◽

pp. 1-8

Author(s):

Sam Baddeley

Keyword(s):

Online Education ◽

Classroom Practice ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Personal Reflection ◽

Remote Education ◽

The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

Download Full-text

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

Journal of University of Shanghai for Science and Technology ◽

10.51201/jusst/21/08487 ◽

2021 ◽

Vol 23 (09) ◽

pp. 65-84

Author(s):

Aditi Gupta ◽

◽

Anshika Sharma ◽

Prof. Patiraj Kumari ◽

◽

...

Keyword(s):

Online Education ◽

Thematic Analysis ◽

Online Teaching ◽

Teaching And Learning ◽

Online Questionnaire ◽

Online Classroom ◽

School Closures ◽

Health Crisis ◽

Academic Activities ◽

Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

Download Full-text

Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

Frontiers in Psychology ◽

10.3389/fpsyg.2021.704179 ◽

2022 ◽

Vol 12 ◽

Author(s):

Reham Hassan ◽

Ayman R. Khalifa ◽

Tarek Elsewify ◽

Mohamed G. Hassan

Keyword(s):

Distance Learning ◽

Online Education ◽

Online Teaching ◽

Online Survey ◽

Clinical Skills ◽

Dental Education ◽

Hybrid Approach ◽

Dental Students ◽

Cross Sectional ◽

Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

Download Full-text