Implementation and Readiness of Online Learning Pedagogy: A Transition to Covid 19 Pandemic

Abstract

Online learning education pedagogy is the trend at present in the educational system due to Covid 19 pandemic crises. It explores the pedagogical design in the academic competency of student development in various digital learning literacy on technology collaborative enhance learning. The study aims to identify the different transition of Covid 19 pandemic in the implementation and readiness of online learning for both teachers and students in terms of access to digital work, availability of technology, adequacy of technology, access to effective online learning platform, access to link of internet, and school practices to online teaching. Descriptive quantitative method is employed in the study because it provides a systematic and accuracy that describes the phenomenon of the current study. Purposive sampling technique is utilised in the study because it is subjective, selective, and judgmental sampling. The study compromised one hundred fifty (150) respondents. Results show that online learning fits the different pedagogy of learning tools, resources, course materials in the access to digital work, transform student responsibility and learning experience to new opportunity of learning and empowers student on technology to be more creative and connected in their online learning classes and activities in the availability of technology, accessibility to online learning process that enable to study or teach anywhere and anytime through internet connection as advantage for student and allow for a customise learning experience flexibility to study at their level and ability to improve learning dynamic in adequacy of technology, enhance professional skill in online learning and teaching through skill, attitude, and knowledge in a competitive world of e-learning tailored with the global demand of education due to Covid 19 pandemic in access to effective online learning platform, provide access to internet that use for online teaching to communicate, manage, create, gather, access, and distribute information for student learning in access to link of internet, and open for adjustment and constructive feedback in a novice teaching online and innovation to technology that will be helpful for student learning school practice online teaching.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0623/a.php" alt="Hit counter" /></p>

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

“…It confined the educational March due to the forced switch to online-based teaching and learning paradigms. This sudden shift pressurized the inadequately prepared institutions, instructors and students in terms of technological readiness, teachers' adapted behavior and attitude towards online learning and students' level of engagement (Demir et al, 2020;Mallillin et al, 2020;Prabu et al, 2020;Rachmadtullah et al, 2020). However, several technological systems and applications play a supportive role for HEIs to facilitate the teaching and learning process during the wide propagation of coronavirus pandemics worldwide and under social distancing forced regulations.…”

“…Thus, the conventional face-to-face educational approach remains highly preferred by both faculty members and students. Technology employment across educational institutions in Oman was on the fringe of limited tasks such as registration, filling students' scores and some financial process (Mallillin et al, 2020;Shorfuzzaman and Alhussein, 2016). In the recent past, the coronavirus (COVID-19) epidemic's prevalence in the early 2020s imposed an emergency worldwide.…”

Lecturers’ Readiness and Emotional Presence on Online Teaching Data in a Malaysian University During COVID-19

“…This sudden shift in teaching and learning is very challenging particularly to the educators are they were not prepared with the sudden transition from face-to-face classroom to online learning and this transition led to several obstacles in teaching and learning activities such as problems related to availability of a good internet connection, the condition at home and minimal interaction with the students [11]. Lecturers at higher education institutions also have to handle their emotions well as motivation is also needed to make sure effective teaching and learning can occur in this new normal education setting [12]. Although some lecturers claimed they are feeling hopeless and angry with the current situation, the teaching and learning activities still need to be conducted as the students are their main clients.…”

“…Majority of the academician who had no training in online education claimed that they need effective teaching support in order to improve the pedagogy and quality content of knowledge in online teaching and learning environments. Also, motivation is also needed for the different purposes, preferences and behaviours in this new trend of teaching and learning [12]. Education system in Indonesia has also shifted to online learning since early 2020.…”

Technological pedagogical knowledge self-efficacy and continuance intention of Philippine teachers in remote education amid COVID-19 crisis

“…Some scholars (e.g. Alea et al, 2020;Mallillin et al, 2020) reveal modest readiness of schools in implementing various modalities of remote education. Many schools are situated in a kind of unknown experimental predicament, trying which alternative works better in a given situation.…”