Emergency Online Teaching in Economic and Management Sciences Necessitated by the COVID-19 Pandemic: The Need for Healthy Relations in a Rural Schooling Context

Abstract

To prevent the spread of the COVID-19 virus, the pandemic has necessitated new ways of teaching that favour online learning. Emergency online teaching (EOT) was adopted to address various challenges, such as a lack of competence in teachers for teaching online using digital learning management systems, shortcomings regarding internet connectivity, and resistance by teachers to using EOT. Relational leadership couched the study, with an emphasis on constructing positive relationships to forge sustainable learning conditions. A Whatsapp group was created to facilitate focus group discussions. The study found that EOT and learning is desirable and doable, even though various challenges need to be overcome, especially in rural schools. Therefore, there is a need for teachers to adjust their subject teaching plans, assessment details and teaching materials, and to adopt new ways of interacting with learners through EOT during the COVID-19 pandemic. The argument of the paper is that, in the context of COVID-19, education stakeholders should invest in healthy relationships to facilitate the adoption of EOT, in order to construct conducive learning conditions in rural contexts.

Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

“…Data from the in-depth interviews were transcribed and then coded and categorized into various themes regarding the professional curriculum practice challenges experienced by economic and management sciences teachers in teaching financial literacy. To ensure the validity of data, member checking was done and themes were sent back to the participants to verify if the data represented what they identified as challenges EMS teachers experienced in teaching financial literacy [35]. Participants also signed consent forms and were assured that their identities will be protected [33] and that the information they provide would be used only for compiling this research which makes suggestions on how the professional curriculum practice of economic and management sciences teachers in teaching financial literacy can be tackled.…”

“…Video recordings were used to collect data EMS, especially financial literacy lessons. The advantage of using video to capture lessons [21] enabled us to gain rich information and a wide-ranging picture of what transpired in financial literacy lessons [35]. Video recording allowed for a repeated observation of the same lesson and analysis of lessons in much greater depth than would have been possible with other techniques.…”

Using Students’ Experience to Derive Effectiveness of COVID-19-Lockdown-Induced Emergency Online Learning at Undergraduate Level: Evidence from Assam, India

“…Alongside, the education sector is the one that experienced terrific challenges. The teaching–learning methodologies have been remodelled globally due to the evil outbreak that many schools and teachers around the world are struggling in alternative ways for delivery of instruction remotely (Molise & Dube, 2020). In India, the Prime Minister Narendra Modi declared the first phase of nationwide lockdown of 21 days starting with 25 March 2020, which is further extended to several phases.…”

“…However, students considered online classes during COVID-19 not engaging and difficult due to network and bandwidth problems and favour a blended learning approach with 30% of online and 70% of face-to-face education (Sreehari, 2020). Molise and Dube (2020) on the basis of their key findings argued that the teachers should adjust their teaching plans, assessment details and teaching materials and adopt new ways of interacting with learners through emergency online teaching during the COVID-19 pandemic.…”

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

“…P15 supposed that intermittent internet connectivity worsened the situation: "… internet connection is not up to standard … it takes me longer than it should to do assignments due to my poor internet connection." Internet connectivity is a major challenge for online teaching and learning in South Africa and beyond (Omodan & Ige, 2021;Paudel, 2021), with students residing in rural communities being the most affected (Molise & Dube, 2020). Similar thoughts were echoed by P14, who felt demotivated as online teaching worsened existing circumstances: "It has even been very difficult for some of us to learn or acquire knowledge through face-to-face sessions.…”