Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Abstract

The outbreak of COVID-19 has affected every aspects of human life around the globe. Education is one of the sectors that has been severely affected due to the outbreak of coronavirus. Schools in more than 190 countries got shut down to break the chain of coronavirus. Therefore, this study was aimed to examine the perspectives of Bhutanese students towards online learning amid COVID-19 pandemic. The study employed mixed method to triangulate the data and solidify the findings. A total participants of 200 day scholar students of the school was selected through purposive sampling. Data collection was carried out using survey questionnaire and interview questions and analyzed based on descriptive statistics and thematic analysis. The findings of the study disclosed that the cost of internet in Bhutan is too expensive for students and the teachers were not well-equipped with knowledge and skills to manage online classes. The study also showed that about 70 percent of participants do not have their own personal smartphones/laptops to attain online classes. Thus this study recommend ministry of education to provide workshop for teachers to enhance their digital knowledge and look at the possibilities to reduce the cost of internet for the benefit of our students.

Global emergency remote education in secondary schools during the COVID-19 pandemic

“…Over a third of studies reported students becoming cognitively disengaged (n = 30 studies, 37%), which was most commonly associated with students being 'confused' and having problems understanding or following lesson content (n = 15, 19%). In some cases, failing to keep up with lesson content was thought to be particularly challenging for more technical subjects (Dema et al, 2021). In an autoethnographic study, 'confusion' was attributed to a feeling of constant change, where students "felt 'more or less [like] an experiment [in which] things are changing very quickly.'…”

“…A consequence of higher levels of disengagement was that students had lower levels of overall motivation (reported in 16 studies, 20%) and lower motivation was identified as being particularly problematic among lower achieving students in some studies (Nusser, 2021;Maelan et al, 2021;Pelikan et al, 2021). Although the explanations put forward for lower motivation among students were diffuse, a number of studies attributed issues with technology and internet connection as explanatory factors (Al Salman et al, 2021;Dema et al, 2021;Hodgen et al, 2020). Meanwhile, students in another study were observed to have lower levels of motivation as a result of broader uncertainty and concerns about the 'state of the world' (Yates et al, 2020) and a small number of studies also attributed lower levels of motivation to home environments that were not conducive to learning where other roles and duties that children have (e.g., caring for siblings, helping with family businesses) may have taken precedence (Azhari & Fajri, 2020;Sibanda & Mathwasa, 2021;Yates et al, 2020).…”

Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic

“…She felt that it was very demotivating since they could not fully concentrate on their studying. This issue also appeared in Wangdi et al (2021) study showing that 23.4% students were relieved from household chores and farming works during this time. Nevertheless, most of the students were supported by their family to go through home online learning (Khusyabaroh et al, 2018).…”

“…It was harder for students coming from poor financial backgrounds to afford mobile data. As a consequence, they felt left under emotional stress and demotivated (Wangdi et al, 2021). Students also felt disturbed when noise came from an unmute mic during a live meeting.…”

Pre and Present COVID-19 Situation: A Framework of Educational Transformation in South Asia Region

“…A research on Bhutan education during the crisis also highlighted the cost of internet which is beyond the ability of both students and teachers. It recommends the ministry of education of Bhutan provide a workshop for teachers to enhance their digital knowledge and to reduce the cost of the internet as much as possible [53].…”