Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

Abstract

The COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

“…Thus, educator plays an important role to diversifying teaching methods creatively in order to attract student's attention and participation during online class session. (Chukwuemeka et al, 2021;Okoye et al, 2021). Besides, students must had additional efforts such as watching online lectures on YouTube or purchase optional remote learning sources such as question banks (El Refae et al, 2021).…”

“…Mathematics is a core subject that has come to people apprehension. In Mathematics, educators previously teaching in F2F way using many symbols and formulas that they are used to writing on whiteboard for their students to see and understand (Okoye et al, 2021). In contrast to ODL, it is recognized that students who do not self-regulated in learning will face difficulties in engaging online learning, comprehension problems in Mathematics and tend to receive incorrect instructions from the educators.…”

Investigating the Effects of E-Learning as a Method of Curriculum Dissemination for Rural TVET College Students

“…The COVID-19 pandemic has affected educational systems worldwide, leading to a near-total closure of schools, universities and TVET colleges (Okoye et al, 2021). It has led to the utilization of e-learning as an alternative route of teaching and learning as this route reflected the characteristics of no contact, which projected the safest attempt to reduce the spread of COVID-19.…”

“…It is important to consider that students were locked down in their rural homes assumed to be in remote areas with little or no access to the internet, which came as a result of chronic unemployment, inequality, and poverty which are dominant in the rural communities of South Africa; conditions such as scarcity of educational resources should be acknowledged as an outcome. Adding to the list of obstacles, Okoye et al (2021) stated that the main challenge for lecturers is to equip students with processes or criteria's of how students can retain the learned content; how students can independently self-teach themselves continually and know methods that incorporate coping mechanisms and acceleration of education in general. One tend to concur with Kitizo (2016) when further outlining that, at times, the focus is on the usage of technology rather than on quality teaching and learning that this technology is disseminating, taking into consideration that only few higher education practitioners can use technology of this transformative era.…”

Estrategias y recursos didácticos empleados en la enseñanza/aprendizaje virtual en estudiantes universitarios en el contexto de la Covid-19

“…Es así que, se originaron nuevas estrategias y tecnologías didácticas innovadoras desarrolladas por los educadores con la finalidad de una rápida recuperación del aprendizaje (Favale et al, 2020;Huang, 2021). El principal desafío para los educadores fue identificar cuáles son la medidas apropiadas que deben tomarse para evitar la pérdida de aprendizaje de los estudiantes (Okoye et al, 2021;Rafi et al, 2020;Ray et al, 2021). En medio de la pandemia por la Covid-19 varias instituciones universitarias consideran a las tecnologías digitales Revista Innova Educación Vol.…”