Paradigms lost and gained: Stakeholder experiences of crisis distance learning during the Covid-19 pandemic

Abstract

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From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

“…In addition, studies on the implementation of technology-based systemic changes suggest that in order to improve technologies' perceived usefulness and ease of use, all stakeholders should be involved in designing and implementing the changes (e.g., Azorín & Fullan, 2022 ; Fullan, 2020 ). However, studies on the assimilation of the large-scale pedagogical and technological changes during the Covid-19 pandemic indicate that due to the speedy shift to online teaching and learning, in many cases improper processes were adopted, and many stakeholders - especially the teachers - were not involved ( Epps et al, 2021 ). Moreover, studies report on damage to the quality of teaching due to poor technical support, which resulted from the inadequacy of the school technological infrastructure (e.g., outdated audio and video systems, limited bandwidth, and frequent disconnections in Wi-Fi communication) ( Alenezi et al, 2022 ; Gurung, 2021 ; Pedro & Kumar, 2020 ).…”

“…Due to the speed and the comprehensiveness with which the transition took place, in most cases decision-makers did not allow enough time and resources to build orderly implementation processes, and many of the stakeholders - especially the teachers - were only partially involved in this process. Consequently, teachers had to switch to online teaching without sufficient preparation, which harmed the quality of the implementation ( Aditya, 2021 ; Epps et al, 2021 ).…”

Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

“…Without being given learning stages and adequate infrastructure, student learning outcomes further deteriorate and result in learning loss (Rythia & Noah, 2021). This is due to a lack of educational interaction between teachers and students (Epps, Brown, Nijjar, & Hyland, 2021), the lack of games that encourage children to cooperate in completing group tasks (Rogers, 2022) and the use of learning with a distance system (Epps et al (2021) which makes the child bored and not interested in participating in the learning activities provided by the teacher.…”

Digital Based Learning Management With A Multimodal Approarch

“…However, it should not be assumed that all students are equally capable of effectively utilizing technology. Epps et al, (2021) assert that digital literacy must be at the goal of efforts to prepare lectures for future crises. Lecturer educators should focus on improving digital literacy, not just in terms of using technology as an adjunct in the physical classroom but also in teaching with digital technology.…”