Teachers' Perceptions of the Shift from the Classroom to Online Teaching

Todd, Richard Watson

doi:10.46451/ijts.2020.09.02

Cited by 31 publications

(35 citation statements)

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“…Prior to and during the COVID-19 pandemic, studies towards online learning focused on students' and teachers' perspectives in general (Kulal & Nayak, 2020;Nambiar, 2020;Forson & Vuopala, 2019). Although online learning offers to teach flexibility and convenience as Reinders and White (2010) claimed, other studies emphasized the drawbacks in the utilization of online learning suggesting it is socially and affectively less engaging for the students (Baralt et al, 2016) while teachers underscored the difficulties in accomplishing some learning points and in measuring the responses of the learners (Todd, 2020). There is a limited number of studies pertaining to the transition from in-class to emergency online instruction during the COVID-19 pandemic.…”

Section: Research Objectivesmentioning

confidence: 99%

“…In response to the COVID-19 pandemic and in efforts to provide every learner with quality education (SDG4) (Filho et al, 2020), the delivery mode unexpectedly moved from face-to-face or in-person to online teaching (UNESCO, 2020c). This directive of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to abruptly shift to online classes (UNESCO, 2020a) forced people in the academe to implement this transition overnight (Dhawan, 2020;Todd, 2020). This was also true with the elderly teachers who are accustomed to traditional modes of teaching had no choice but to abide by the mandate regardless of their skills or experiences with online instruction.…”

Section: Introductionmentioning

confidence: 99%

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Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Samifanni

Gumanit

2021

Stud. Learn. Teach.

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This study analyzed the content of YouTube news clips on elderly teachers concerning emergency online learning during the COVID-19 pandemic. Using traditional content analysis, the included news videos were transcribed, interview segments were translated and familiarized, dominant words were identified, data were coded, categorized, and themed. Four dominant words were highlighted: online, students, teachers, and pandemic. Three themes on technical challenges and support needs, health issues, and resilience emerged in the analysis. Results show that elderly teachers are persistent to adapt to emergency online learning despite the struggles they are facing. The analysis also highlights the negative effects of the sudden shift to emergency online learning on the physical and psychological health of elderly teachers. Furthermore, the elderly teachers, are ensuring students’ access to education even at their own cost. Implications to the country’s quality of education and suggestions of providing better technical and psychological health support to elderly teachers were presented.

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Section: Research Objectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Samifanni

Gumanit

2021

Stud. Learn. Teach.

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“…Countries around the globe, suffering from the spread of COVID-19, have implemented various measures to prevent the introduction and spread of COVID-19 in schools and into the community. To protect the health and safety of school personnel and students, school closures have proven to be one practical solution (Watson Todd, 2020). Shifting from the face-to-face lessons to an entirely virtual model obviously poses unforeseen problems and challenges for those involved, particularly teachers, students, and parents (Sepulveda-Escobar & Morrisson, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Similar to what has been done in the early times of virtual classrooms in many other virus-stricken countries (e.g., Yi & Jang, 2020), some EFL online classrooms in Thailand were conducted using pre-recorded video lessons as opposed to real-time instruction. As teachers acclimatize to online instruction, virtual classrooms became part of their new-normal life in their teaching career (Jansem, 2021;Watson Todd, 2020).…”

Section: Introductionmentioning

confidence: 99%

Online English Teacher Training during the COVID-19 Pandemic in the Thai Contexts

Sakulprasertsri¹,

Tangkiengsirisin²,

Phoocharoensil³

et al. 2022

APJEE

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During the disruptive coronavirus pandemic, English Language Teaching (ELT) teachers, among others, encountered dramatic changes and challenges regarding instruction, assessment, and research. Due to an abrupt shift from onsite to online modes, they urgently needed digital professional development to enhance their academic performance. A number of webinars were launched to provide information useful for ELT practices. This mixed-methods study was aimed at investigating how three webinars (on online toolkits, research publication, and action research) organised by a language institute at a Thai university were perceived in terms of satisfaction and usefulness. Forty-eight participants responded to an online questionnaire, and five of the participants attended online focus-group interviews. Both quantitative and qualitative data revealed that the participants had a high level of satisfaction towards and usefulness of the webinars because of the content, the speakers, as well as the format. Some of them, however, expressed their interest to engage more deeply with the webinars and the speakers through other audience engagement activities than a simple Q&A session in the end. These findings provide insights into how the language institute will be able to organize webinars more effectively for ELT professional development by increasing the level of audience engagement throughout the session to better simulate the face-to-face interaction found in on-site seminars.

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“…Todd ( 2020 ) also surveyed a group of 52 English language teachers at a known Thai university to explore their perceptions of the shift from the classroom to online teaching. The findings showed that while the teachers initially faced with many serious problems, they gradually found solutions to deal with them.…”

Section: Introductionmentioning

confidence: 99%

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Ghanbari

Nowroozi

2021

Lang Test Asia

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For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

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Teachers' Perceptions of the Shift from the Classroom to Online Teaching

Cited by 31 publications

References 0 publications

Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines

Online English Teacher Training during the COVID-19 Pandemic in the Thai Contexts

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

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