Resilience: Myanmar students’ experiences of overcoming eLearning challenges during COVID 19 and political instability

Abstract

In 2020, COVID-19 forced global education online. Especially in developing countries, this change presented a challenge for those with limited access to devices and reliable electricity and Internet. Whilst some students struggled to adapt, others thrived with eLearning. This paper explores the experiences of one group of students who succeeded in overcoming not only the restrictions of COVID-19, but also significant political instability. The group has a mix of 1st year and 2nd year students in a pre-university program. The 2nd-year students in particular are noteworthy as despite the adversity faced, they have now successfully transitioned to university studies. Drawing on Bronfenbrenner’s (The ecology of human development: experiments by nature and design, Harvard University Press, Cambridge, 1979) socio-ecological framework, the data from twelve semi-structured interviews was analysed and inductively coded. The findings outline how personal goal orientation, coping mechanisms acquired in previous adverse situations, and a desire to serve their communities combine with external influences from families and communities and basic need fulfilment to enable the students to persevere and thrive. The implication is that as students draw on previous experiences, these five core concepts should be incorporated into general education to build the students’ capacity for resilience.

Higher Education Institution (Hei) Learning Hubs: A Case Study on Social Entrepreneurship in Thailand and Myanmar

“…The special meaning and relevance of VUCA are the basis upon which education also moves to the realm of continuous yet sustainable and impact-oriented change. In general, the way VUCA tends to build organisational capacity and create synergies between organisations and education can further collaborate can be summarised within the following: (1) anticipating problems and reframing them into challenging opportunities; (2) understanding the pattern of problems and design contextual actions; (3) appreciating the interdependence of variables; (4) being ready and open for alternative realities and challenges; (5) collectively interpreting and co-creatively addressing opportunities.…”

Overcoming Difficulties in Managing Online Learning in the Era of the Covid-19 Pandemic

“…to develop their knowledge, character and spirituality (cognitive, affective and psychomotor aspects) even though they are far from the teacher's direct control and supervision (Toisuta, 2021),using hybrid learning media that combines asynchronous and synchronous learning, blended learning models (online and offline), and the application of home visit learning (Supriatna, 2021),implementation of online consulting services through cheerful learning forums using zoom meetings, WhatsApp groups and google classroom (Núñez, 2021). Learning from home; creating collaboration between madrasas and parents of students and blended learning models (Gomersall & Floyd, 2022).…”