Education in times of crises: the dilemmas of digital teaching and learning in primary and secondary schools during the COVID-19 pandemic

Gerber, Hannah R.; Leong, Peter

doi:10.1080/09523987.2021.1930480

Cited by 8 publications

(7 citation statements)

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“…In response to this pandemic, 107 countries had been reported to close their public schools by March 2020 (Viner et al, 2020) and 188 countries in total by early April 2020 (Basilaia & Kvavadze, 2020). Such schools have been closed to further limit the transmission of COVID-19 to students (Gerber & Leong, 2021;Murphy, 2020).…”

Section: Introductionmentioning

confidence: 99%

EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia

Kusuma

2022

SiELE

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The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges during the implementation of online teaching due to the COVID-19 pandemic. The research was conducted in Indonesia with eight English teachers in rural schools. This study was a qualitative study that employed a phenomenological study approach and used semi-structured interviews to collect the data. The findings indicate that EFL teachers, during this pandemic time, were able to conduct fully online English teaching because they possessed sufficient knowledge of English instruction using technology. Additionally, these teachers might leverage various technologies and adapt those tools to transform their usual face-to-face English instruction into online instruction. Nonetheless, these teachers in rural schools frequently encountered challenges with internet connectivity, student-owned technology devices, student enthusiasm, and student netiquette when enrolling in online English teaching. Additionally, this article discusses some practical considerations for implementing online English teaching during a pandemic.

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Section: Introductionmentioning

confidence: 99%

EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia

Kusuma

2022

SiELE

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“…Moreover, the instructional design requires a set of arrangement which supports consistent accessibility and adaptability of digital platform. The online platform has emerged as a means of assisting the delivery process for courses or subjects in a way that functions as a transitory pathway through the pandemic (Gerber and Leong, 2021). This platform allows all participants in the education process to simultaneously access and adopt the materials, contents, and engage in real-time interaction.…”

Section: Digital Online Accessibility For Emergency Remote Teachingmentioning

confidence: 99%

Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure

Huda

2023

HESWBL

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PurposeThe massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.Design/methodology/approachThis study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.FindingsThe findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.Practical implicationsIncreasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.Social implicationsThe social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.Originality/valueThis study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

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“…However, not all students and teachers were able to access these new forms of teaching and learning in the same way (Gerber & Leong, 2021). Existing inequalities including but not limited to access to broadband infrastructure and high-speed access led to unequal opportunities and experiences with online education (Boys, 2022).…”

Section: Introductionmentioning

confidence: 99%

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

Walter

Schenker

2022

JLT

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The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.

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Education in times of crises: the dilemmas of digital teaching and learning in primary and secondary schools during the COVID-19 pandemic

Cited by 8 publications

References 0 publications

EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia

EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia

Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

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