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

Abstract

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.

Impact of E-Pedagogy in English E-Class in Higher Education of Nepal

“…However, both the teachers and students were found to have taken as the opportunity to practice e-pedagogy in e-classes. In this regard, Thapaliya, Adhikari and Rana (2023) further support from their research findings that the teachers have taken the COVID-19 crisis as an opportunity for learning to use technologies in their teaching and learning activities, though they 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. In the same vain, Khanal (2020) also suggests for ensuring the access of ICT resources and facilities to both teachers and students, sufficient training to the both groups and digitalize curricular materials for the effective implementation of virtual learning (p. 89).…”

“…Moreover, the findings suggest that if invested in infrastructure development and lecturers' professional development, the universities can gradually adopt online learning as an alternative mode of learning to provide equal access to quality education for all (ibid). Critically arguing the practices of use of e-pedagogy, Thapaliya, Adhikari, and Rana (2023) claimed 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, they further supported the use of e-pedagogy that the teachers have taken the COVID-19 crisis as an opportunity for learning to use technologies in their teaching and learning activities.…”

Perspectives of Lecturers on Emergency Remote Teaching during the COVID-19 Pandemic in Tertiary Education Institutions in New Zealand

“…Despite having positive attitudes towards distance learning, they acknowledged that some difficulties would make it necessary to integrate online learning during the pandemic completely. A shortage of required equipment, particularly digital devices, fast and reliable technical assistance and high-speed internet access, were some to mention (Erlam et al, 2021;Pather et al, 2020;Thapaliya et al, 2023). Similarly, inadequate professional development opportunities regarding the use of technology are another barrier to using online education (Album & Ahmed, 2015;Hamel et al, 2013), as research participants acknowledged the need for professional development training to adopt online teaching efficiently.…”

“…Thapaliya et al (2023) found that the COVID-19 directly impacted lecturers' social-physical and psychological health. As consequences, students and teachers required personal counselling on reducing stress and anxieties (Thapaliya et al, 2023).…”

“…As a result, students and teachers reported declining mental and social well-being because they missed their friends, relatives, and co-workers (Mishra et al, 2020). Thapaliya et al (2023) found that the COVID-19 directly impacted lecturers' social-physical and psychological health. As consequences, students and teachers required personal counselling on reducing stress and anxieties (Thapaliya et al, 2023).…”