Digital learning Initiatives, Challenges and Achievement in Higher Education in Nepal Amidst COVID-19

Acharya, Ashish; Subedi, Srijana; Gyawali, Narayan; Poudyal, Nabaraj; Lamichhane, Ganesh; Bastola, Govinda; Aryal, Babita; Bhattarai, Bibek Raj; Adhikari, Bikash; Marahatha, Rishab; Bhatta, Madhabi; Paudel, Mohan; Parajuli, Niranjan

doi:10.46966/ijae.v2i3.224

Cited by 6 publications

(8 citation statements)

References 41 publications

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“…Instructional activities at the university level were transformed to an online mode. However, all the students still had a shortage of basic infrastructure and resources, especially learners from the remote areas, financially poor family backgrounds [ 34 ], infrastructure for virtual system of learning, skillful human resources, virtual instructional practices [ 35 ], self-motivation [ 36 ], and technical support [ 37 ] which were necessary components for the effective virtual learning.…”

Section: Introductionmentioning

confidence: 99%

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

et al. 2022

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A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.

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Section: Introductionmentioning

confidence: 99%

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

et al. 2022

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“…The teachers and students may lack technological devices, digital resources, uninterrupted power supply, high-speed internet connectivity, reliable technical support, adequate funding and transparent policies. (Acharya et al, 2021; Asgher and Hanif, 2021; Devkota, 2021; Gautam and Gautam, 2021; Shrestha et al, 2021). These challenges, however, were prevalent before the pandemic (Drent and Meelissen, 2008; Hew and Brush, 2007; Kopcha, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…While taking online classes, students had difficulties in maintaining their interests and attentions towards their studies due to lack of: (1) meaningful interactions between students and teachers, (2) sufficient time allocated for each class, (3) systems for monitoring students' engagement in leaning and (4) opportunities for conducting practical activities (Mishra et al, 2020). The next challenge was the lack of self-motivation (Acharya et al, 2021). Indeed, it is the self-motivation that inherently drives people to work well.…”

Section: Challenges Faced By the Stakeholders Of Education While Cont...mentioning

confidence: 99%

“…The unavailability of the infrastructure required for the continuation of uninterrupted teaching and learning activities is a major challenge, particularly in the least developed countries such as Nepal, Bangladesh and Pakistan (Bhagat and Kim, 2020; Devkota, 2021; Salceanu, 2020). Many students in these countries lack devices, reliable internet services and uninterrupted electricity supplies that are essential for online classes (Acharya et al, 2021; Asgher and Hanif, 2021; Gautam and Gautam, 2021). The lack of infrastructural development related to the internet causes difficulty in implementing contingency plans during the traumatic time.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, one of the persistent challenges that faculty across institutions and countries faced during the pandemic time was the lack of technological knowledge. The faculty had to upgrade necessary technical knowledge and skills for online classes (Acharya et al, 2021). It was good that the teachers who were previously reluctant to use technological applications and tools in their regular classes also learned to use essential skills to conduct their teaching online during the pandemic (Donitsa-Schmidt and Ramot, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions

Thapaliya¹,

Adhikari

Rana

2023

E-Learning and Digital Media

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This qualitative study explored teachers’ use of technology to manage teaching and learning activities during COVID-19 in Nepalese higher education institutions. To this end, 11 teachers from three universities located in five provinces of Nepal were purposefully selected. Their experiences of using technological tools were explored through semi-structured interviews and document analysis. The findings show that the implementations of online teaching and learning to manage students’ learning loss during the COVID-19 were marred by paradoxical policy, insufficient resources, teachers’ attitudes, socio-psychological issues, the lack of trained teachers and connection among technology, curriculum, pedagogy and assessment. Interestingly, the findings demonstrate that the teachers have taken the COVID-19 crisis as an opportunity for learning to use technologies in their teaching and learning activities. Based on these findings, we suggest that the government of Nepal needs to design an action plan to facilitate free mental health and wellbeing counseling programmes for students and teachers, provide sufficient devices with internet access to their students and train teachers and staff on how they can blend technologies, pedagogies and contents.

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Online Learning during the COVID-19 Pandemic

2023

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The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent.ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned.By making any designation of or reference to a particular territory or geographic area, or by using the term "country" in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.

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Digital learning Initiatives, Challenges and Achievement in Higher Education in Nepal Amidst COVID-19

Cited by 6 publications

References 41 publications

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions

Online Learning during the COVID-19 Pandemic

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