Remote teaching & digital platform during pandemic Teacher education and teacher competence effects among teachers & principles in Malaysia

Abstract

The purpose of this research is analyzing the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency among teachers and principals of Malaysian schools. This study explores the perceptions of school teachers of online learning in a program developed in Malaysian school called School from Home during the COVID-19 Pandemic. A qualitative research method was undertaken in two steps.
 
 In the first step, a thematic analysis a qualitative method was used based on a two-step process. The first step consisted a Qualitative study which involved 4 school principals from Grade A and Grade B schools which is selected from four state which is Selangor, Johor, Kedah and Kelantan. In the second step (a Malaysian case study), The results from the interview discussion represented the basis for the second step, in which starting from the main issues that emerged from the online discussion among researches, professors and also Higher Education Offices from Ministry of Education and State Education Officers. The analysis reveals several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. (Chandler. D, 2017)
 
 The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry) (Gordon, 2020) The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

Digital Competence: Unveiling English Teachers’ Perception and Level in Sarawak’s Rural Primary Schools

“…This emerging trend towards digitalization and online learning implies the needs for teachers to revise their teaching approaches. As online learning differs greatly from the faceto-face interaction in the classroom, teachers are required to reimagining the teaching and learning process and equip themselves with the necessary digital skills (Ramalingam, et al, 2021). Advanced facilities, such as computer laboratories, smart classrooms, and science laboratories only become beneficial once teachers and students alike know how to effectively utilize the technology and equipment in meaningful ways (Ministry of Education Malaysia, 2013).…”

Elementary School Teachers’ Training Needs: Innovating Digital Competence

“…It also investigates the reasons that forced these changes in the roles of teachers and the competencies and skills they must possess (Bader, 2021). The general problems of pedagogical challenges are principally related to the lack of digital skills of teachers and students, the lack of structured content versus the abundance of online resources, the lack of student interactivity and motivation, and the lack of social interaction and teacher learning (Ramanlingam, 2021) From the results of learning observations and interviews with teachers and principals at Tan Nujaba Islamic Elementary School, it was concluded that teachers need the training to help make learning videos, and they need knowledge related to current technological developments in the world of education. In addition, the teachers assessed that learning outcomes in the 2020-2021 school year were quite apprehensive due to the limitations of technological devices.…”