scholarly journals Teachers’ Perceptions of the Transition from Onsite to Online Teaching during the Covid-19 Pandemic

2021 ◽  
Vol 8 (4) ◽  
pp. 416-422
Author(s):  
Luu Nguyen Quoc Hung
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Quality ◽  
Educational Institutions ◽  
Educational Systems ◽  
Teachers Perceptions ◽  
Online Teachers ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
Temporary Closure

Educational systems worldwide have been affected by government restrictions imposed in response to the Covid-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers’ perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers’ suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

What Teachers Should and Shouldn't Do During Online Teaching

2021 ◽  
pp. 166-186
Author(s):  
Ka Long Roy Chan
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Survey Data ◽  
Online Teaching ◽  
Structured Interviews ◽  
Online Teachers ◽  
Face To Face ◽  
Mixed Feeling ◽  
Education In Hong Kong

COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.

scholarly journals Persepsi Guru Madrasah Ibtidaiyah Terhadap Pembelajaran Daring Selama Program Belajar Dari Rumah (BDR) di Masa Pandemi COVID-19

2020 ◽  
Vol 11 (2) ◽  
pp. 150
Author(s):  
Ahmad Syamsul Arifin ◽  
Sukati Sukati
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Quantitative Research ◽  
Electronic Mail ◽  
Educational Institutions ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Online Social Media ◽  
Face To Face Learning ◽  
Data Collection Technique

<p><em>The Covid-19 Pandemic has caused a number of educational institutions in Indonesia to be temporarily closed. Learning activities in a number of areas are carried out online and eliminate face-to-face learning. The implementation of online learning in Indonesia, including in Bantul DIY district, is not an easy matter because it is a new way of adapting to the new Indonesian education system. This study aims to explore teachers' perceptions of online learning that have been held during the Covid-19 pandemic.</em></p><p><em>The research method used in this research is descriptive quantitative research which aims to describe the teacher's perceptions of the effectiveness of online learning during the Covid-19 pandemic. Respondents in this study were 46 teachers. The data collection technique used was a questionnaire that was submitted to the respondents online (social media and electronic mail).</em></p><p><em>Based on the results of the study, it was found that all Islamic elementary school (Madrasah Ibtidaiyah) teachers in Bantul had implemented online learning. Even so, most of the respondents stated that online learning was not yet effective (69.60%). This is influenced by limited infrastructure, the readiness of parents to provide assistance to children while learning from home, and some teachers have not been able to respond and adapt to this online learning properly and effectively</em>.</p><p><strong>Keywords:</strong> <em>teacher perceptions, online learning, pandemic covid-19</em></p>

scholarly journals THE ROLE OF TECHNOLOGY IN ONLINE LEARNING: AN EXAMINTATION TOWARDS ENGLISH TEACHERS’ PERCEPTION AND PRATICES

2021 ◽  
Vol 4 (2) ◽  
pp. 267
Author(s):  
Naajihah Mafruudloh ◽  
Fais Wahidatul Arifatin ◽  
Uswatun Chasanah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Qualitative Data ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Online Language Learning ◽  
Face To Face Learning

Information technology is well developed today. This is shown by several applications that support online activities, social activities, commerce, services, and learning. In this pandemic situation (covid-19), several institutions provided policies to carry out online learning to prevent and minimize the spread of the Covid-19 virus. In this case, the institution committees ask the teachers and lecturers to provide online learning to students, especially in learning English. The purpose of this study was to determine the teachers' perceptions in online language learning. Researchers used a questionnaire instrument to conduct surveys and interviews to obtain qualitative data. This is aimed to observe the teachers’ perception towards online language teaching practices and changes in teaching to online teaching. The things encountered during learning, as well as obstacles faced by the English teacher. In online learning, teachers must be able to involve students so that the situation runs like face-to-face learning. The final results of this study will be useful for online language teachers, institutions, and all aspects involved in education.

scholarly journals Teacher’s Challenges towards Online Learning in Pandemic Era

2020 ◽  
Vol 10 (2) ◽  
pp. 71
Author(s):  
Elsa Rosalina ◽  
Nasrullah Nasrullah ◽  
Eka Puteri Elyani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Learning Climate ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Teacher Challenges

The teaching and learning process has a big revolution since Corona Virus Disease 19 (COVID19) has spread out to the world. Education is one of the sectors that have a mostly big impact on its condition. COVID 19 changes everything in the education system. The teaching and learning process which do face to face must be changed to an online system. Thus, in this research, the researchers want to identify the teacher’s challenges for doing online teaching and learning. The researchers also describe the strength and weaknesses of online learning based on teachers’ perceptions. This research used a qualitative approach because the researchers describe teacher challenges toward online learning and the easiness and the difficulties of online learning in the pandemic era. The participants of this research were 14 English teachers from a different level of education in South Kalimantan. The instruments used in this study consisted of 12 open-ended questionnaires made online using Google form. The result of the questionnaire that has filled out by the participants recorded in the researcher’s email, then based on this result the researchers describe the findings and related it to the relevant theory. The findings of this research are most of the teachers agree that the challenges to applying online learning are in facilitation such as internet connection, quota, the places of home living, and the process of online learning itself such as the teacher’s less in technology for designing interesting online learning activities, less communicative, lack of interaction, and fostering an effective online learning climate and for the strength and the weakness of online learning activities most of the teachers agree that the strength of online learning is flexible in time and place, thus the teaching and learning can conduct everywhere and anytime, for the weakness the teacher agree that online learning can’t conduct maximal pedagogy process in learning activities.  Keywords: teacher, challenges, online learning, pandemic era

scholarly journals Online Teachers: Stepping out of the Comfort Zone Is a Must

2021 ◽  
pp. 1-5
Author(s):  
Amina Abdelhadi
Keyword(s):  
Online Teaching ◽  
Online Survey ◽  
Language Teachers ◽  
Future Research ◽  
Comfort Zone ◽  
Teachers Perceptions ◽  
Online Teachers ◽  
Face To Face ◽  
High Level ◽  
Technological Constraints

The urgent shift to the online instructional environment has produced unprecedented challenges for teachers and placed new obligations on them. In this context, the study at hand investigated higher education teachers’ perceptions of the effectiveness of online teaching, their readiness to teach online and their willingness to teach outside their comfort zone. To this end, an online survey was conducted with 24 EFL (English as a Foreign Language) teachers from various Algerian universities using a questionnaire created in Google Forms. The obtained results reveal that the majority of the EFL teachers perceive online teaching as less effective than face-to-face teaching due to three key factors: technological constraints, learners’ unpreparedness, teachers’ technophobia and health issues. Though it was mandatory for them to teach online at the beginning of the lockdown in March, the teachers’ responses imply a low level of personal and contextual readiness, which, in turn, affected their willingness to teach online. This study highlights the correlation between teachers’ readiness and willingness to teach online. It indicates that a high level of readiness can help the teacher adapt to the change, reduce resistance and ensure the constant extension of their comfort zone. This study ends with some practical suggestions and a number of opportunities for future research.

scholarly journals A Systematic Review of Online Learning during COVID-19 Crisis: An Indian Experience

2021 ◽  
Vol 8 (3) ◽  
pp. 18
Author(s):  
Rouf Ahmad Bhat ◽  
Sanjay Kumar ◽  
Arshad Ahmad Najar ◽  
Anita Deshpande
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Educational Institutions ◽  
Academic Institutions ◽  
Daily Lives ◽  
Face To Face ◽  
Online Mode ◽  
Face To Face Learning ◽  
Methods Of Learning ◽  
Teaching Learning

In India educational institutions are currently grounded only on traditional methods of learning, they follow the traditional arrangements of face-to-face learning methods in a classroom. Although many educational institutions at different levels (Schools, Colleges, Universities) have also started blended learning, still most of them are stuck with the procedures which are yet to rejuvenate. The sudden burst of CoronaVirus (SARS-CoV-2) shook the entire world and has interrupted all facets of our daily lives. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier indisposed to change their traditional pedagogical approach had no option but to shift entirely to online teaching-learning. This study elucidates the importance of online learning and elaborates opportunities &amp; challenges of e-learning modes in the time of crisis. This research piece sheds some light on the growth of IT-enabled tools (EdTech) during the time of the pandemic. In concluding interpretations this research article places suggestions for academic institutions on how to deal with challenges associated with online learning.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals Handling Disrupted Learning During COVID-19 Pandemic: Learners’ Experience in Nigeria

2020 ◽  
Vol 17 (2) ◽  
pp. 33
Author(s):  
Folashade Afolabi
Keyword(s):  
Online Learning ◽  
Human Health ◽  
Mixed Method ◽  
Management System ◽  
Online Teaching ◽  
Learning Management System ◽  
Mixed Method Research ◽  
Face To Face ◽  
Alternative Method ◽  
Face To Face Learning

Coronavirus has affected not only the human health but also the educational sector. As a result of this pandemic, schools were forced to suspend face-to-face learning and implement an alternative method of learning which is online learning. The focus of this paper is to investigate the accessibility and efficiency of learning during the lockdown period. The paper examined the effectiveness of vodcast (video and podcast) lessons as a strategy in online teaching by using learning management system (LMS) and to what extent the strategy met the needs of the learners during the challenging period of the covid-19 pandemic. The study adopted mixed method research which consisted of three main phases of design. The questionnaire used in this study comprises 15 items and is divided into two sections and 50 participants participated in the study. The findings indicated that learners displayed positive perceptions towards the use of vodcast lessons during the pandemic period. Furthermore, they reported that online learning should be used to complement face-to-face teaching even after the pandemic period is over.

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