Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic

Chua, Kah Heng; Bong, Way Kiat

doi:10.1080/13603116.2022.2042403

Cited by 13 publications

(15 citation statements)

References 18 publications

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“…Lastly, the government could invest more in building up a better internet infrastructure, which is one of the prerequisites for virtual classrooms. Several studies investigating experiences of virtual classrooms in Malaysia have pinpointed the same issue concerning slow internet [17,41,42]. Although some teachers in this study were willing to make an extra effort to produce teaching videos so that materials could be streamed by students having slower internet access, it is crucial to be aware that the processes became asynchronous.…”

Section: The Role Of Governmentmentioning

confidence: 89%

“…STEM teachers scored higher than humanities and social sciences teachers in all three areas. In addition, existing studies also reported the availability of various ICT tools in supporting science and mathematics teachers in conducting virtual classrooms such as PhET interactive simulation and eduMedia [17], and Maxima, SymPy and Geogebra [45]. In this study, two mathematics teachers used GeoGebra.…”

Section: Demographic Background Influencing Individuals' Readiness In...mentioning

confidence: 89%

“…A similar questionnaire was earlier used in a study investigating secondary science teachers regarding providing an inclusive education through virtual classrooms [17]. In this study, we further developed the questionnaire and made necessary changes as potential respondents were from more diversified background and had different roles.…”

Section: Methodsmentioning

confidence: 99%

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Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

2022

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The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire. The findings indicate that stable Internet access, adequate information and communications technology (ICT) competencies among teachers and parents, and a more holistic role of the Ministry of Education could contribute to implementing a more inclusive remote teaching. Statistical data showing significant associations suggest that parents and teachers having master’s degree and above tended to be more concerned with providing inclusive remote teaching to the students. Readiness in making virtual classrooms more inclusive was higher among those teaching science and mathematics subjects than those teaching art and humanities subjects. An implication of this study is to guide the implementation of digital teaching and learning in the future, considering the involvement of policy makers, researchers, teachers, and parents.

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Section: The Role Of Governmentmentioning

confidence: 89%

Section: Demographic Background Influencing Individuals' Readiness In...mentioning

confidence: 89%

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Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

2022

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“…There is an increasing amount of research that aims to create online communities that support students' learning, interactions, and sense of belonging (eg, Chua & Bong, 2022; Lin & Kennette, 2021). Strategies such as using inclusive languages, mentors' involvement, fluid instructional design, development process, and valuing differences in backgrounds have been proposed (Gunawardena, 2020; Ke & Chávez, 2013; Lin & Kennette, 2021) to construct inclusive online communities.…”

Section: Introductionmentioning

confidence: 99%

“…In courses like environmental studies, educators embrace demographic and location diversity as it brings opportunities to apply and teach environmental knowledge in different physical contexts and enhance a sense of place (Ardoin, 2006; Basso, 1996). Social media such as Facebook, Twitter and Instagram have been adopted to support students' and educators' learning in online learning communities (Chua & Bong, 2022; Cuesta et al, 2016; Liliia & Gulnara, 2016; Lim et al, 2017). However, there is insufficient empirical research on fostering an inclusive online learning environment by considering students' demographic and location differences through social media.…”

Section: Introductionmentioning

confidence: 99%

Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

Zhu

Hua

Zhu

et al. 2022

Brit J Educational Tech

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It is critical to create an inclusive online learning environment for students with diverse demographic information studying in different environments, especially during the COVID‐19 pandemic when they are disconnected from peers. Guided to create an inclusive online learning community by situated learning theory and community of practice, both of which advocate learning in context and community, we invited 115 undergraduate students to post photos related to environmental psychology concepts and their surrounding environments and discussed their postings on Instagram over eight weeks. To understand the inclusiveness of the community and students' perception, we collected their posts by searching designated hashtags and interviewed representatives of participants using a stratified sampling strategy. Through network analysis of 272 posts and qualitative analysis of 22 in‐depth interviews, we found that when participants shared and discussed their surroundings and environmental psychology concepts on Instagram, their learning community was inclusive regarding gender, ethnicity, and program. Student participants' centrality and influence were more relevant to whether and how they expressed their identities in the community through posts. We further discuss how our findings could inform to create inclusive and active communities in the future. What is already known about this topic? The definition of inclusive education extends to diversity and accessibility. Social media can support online learning communities. What this paper adds? It explores the inclusiveness of an Instagram‐based learning community using network analysis. It suggests expressing identities in a learning community helps promote inclusiveness. Implications of this study for practice and/or policy It provides information to education practitioners that will help them create inclusive and active communities through social media. It explores the possibility of analysing the inclusiveness of a learning community through social network analysis.

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Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers

2023

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Providing inclusive education through virtual classrooms: a study of the experiences of secondary science teachers in Malaysia during the pandemic

Cited by 13 publications

References 18 publications

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers

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