Cambodian Teachers' Perceptions of Online Teaching: During and Beyond the COVID-19 Pandemic

Abstract

This limited topical life history study aims to gain insights into COVID-19’s impacts on teaching at upper secondary schools through Cambodian teachers’ perceptions of online teaching. It presents teachers’ current challenges and needs as well as future impacts on their teaching practices. Online semi-structured interviews were conducted to collect data from 29 subject teachers and their school directors. This study concluded that the COVID-19 pandemic reduced the quality of teaching and learning due to the limited functions of monitoring students rather than limited digital knowledge and skills. The classroom management is still required although the learning is online. The empirical evidence suggests this effect in science disciplines; especially for calculation-related subjects. However, COVID-19 was viewed as providing secondary education with a great deal for implementing the digital revolution of education 4.0 and created some practical issues for policymakers and implementers. Although the findings largely concur with previous literature on online teaching during the pandemic, they also draw context-specific features of the issue.

An Investigation of Teacher Perspectives on Emergency Remote Teaching Implemented in Science and Art Centers during the COVID-19 Pandemic

“…In addition, teachers who participated in the study utilized online meeting platforms like Zoom, Teamlink, plus applications and tools such as WhatsApp, e-mail, Web 2.0 tools, virtual classrooms, social media, and PowerPoint. Likewise, studies conducted in Sweden by Berghdal and Nouri (2020) and in Cambodia by Soeung and Chim (2022) also found that teachers use applications such as Zoom, Google Meet, Microsoft Teams, and Google Classroom in emergency remote teaching processes. Similarly, in a study conducted by Ayaz (2021) with teachers and students, it was found that Web applications, Zoom, Skype, WhatsApp, YouTube, and virtual classrooms were used in the process.…”

“…In addition, the study concluded that teachers believe that distance education could be used part-time as an alternative practice for students with transportation problems or in urgent situations and in presenting theoretical information or as a technology-supported method. Also, Bozkurt (2020), Maloney and Joshua Kim (2020), and Soeung and Chim (2022) underline the expectations regarding teachers' blended teaching. Cahapay (2020) also suggests that blended learning can be used in education in post-pandemic periods.…”

“…An examination of studies on emergency remote teaching carried out during the COVID-19 outbreak in the literature showed that there are many studies on evaluation of science lessons (Ayaz, 2021), problems encountered by different countries (Chang & Satako, 2020), preservice teachers' views (Görgülü-Arı & Hayır-Kanat, 2020), experience of teachers and parents (Güvercin, Elitok-Kesici, & Akbaşlı, 2021), challenges experienced by teachers (Kabuk & Demirtaş, 2021), teacher perspectives (Kurnaz, Kaynar, Şentürk-Barışık, & Doğrukök, 2020;Soeung & Chim, 2022), views of school administrators (Külekçi-Akyavua & Çakın, 2020), and views of undergraduate students (Qureshi, Khawaja, & Zia, 2020). In addition, there were some studies on the views of gifted students and parents (Aboud, 2021), and the perceptions of gifted students (Türksoy & Karabulut, 2020;Yıldız, Alkan, & Çengel, 2021) about the emergency remote teaching carried out during the COVID-19 outbreak.…”

Private Tuition in Cambodia: Evidence from Urban and Rural Upper Secondary Schools

“…The interviews were conducted in the local language, Khmer, and lasted approximately 30 minutes (Appendix A). Online interviews provided informants with a more confidential environment to express their viewpoints, compared to face-to-face interviews conducted in a classroom or on a school campus (Soeung & Chim, 2022).…”

Book Review. Alternative Approaches to Education: A Guide for Parents and Teachers. 2ndEdition. By Fiona Carnie, 2017. 256 pp. Price: $44.95 (Paperback) and $139.09 (eBook)

“…Due to the outbreak of COVID-19, there are new challenges for teaching and learning in the Cambodian education (Soeung & Chim, 2022). Online learning and blended learning have been implemented in Cambodian education to fight against the negative impact of social distancing required to combat the COVID-19 pandemic.…”