University Teachers’ Attitudes Towards Distance Learning During COVID-19 Pandemic: Hurdles, Challenges, and Take-away Lessons

Razkane, Hassane; Sayeh, Adil Youssef; Yeou, Mohamed

doi:10.30935/ejimed/11436

Cited by 13 publications

(16 citation statements)

References 30 publications

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“…These barriers would not allow learners to harness the full benefits of online learning. This finding is consistent with previous studies which identified accessibility of ICT devices, internet accessibility and connectivity, and high cost of online learning, as barriers to online learning (Adarkwah, 2021;Owusu-Fordjour et al, 2020;Pokhrel & Chhetri, 2021;Razkane et al, 2022;Tarkar, 2020;Tuffour et al, 2021;Wolf et al, 2021). In Ghana, access to the internet is a challenge for most households.…”

Section: Discussionsupporting

confidence: 92%

Online Learning Resources, Challenges, and Coping Strategies of Low-Fee Private Schools in Ghana During COVID-19 Pandemic

Kyei-Arthur¹

2022

EUR J INTERACT MULTIMED ED

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In Ghana, the education sector has been one of the most affected sectors since the emergence of COVID-19. The plights of low-fee private schools (LFPSs) in the country could be exacerbated by the closure of schools due to COVID-19. This study investigated the online learning resources, challenges, and coping strategies of LFPSs during the closure of schools in Ghana due to COVID-19 pandemic. Google Form was used to gather data from 67 heads of LFPSs in Ghana between April and June 2020. We found that about one-fifth of LFPSs used online learning before the emergence of the COVID-19 pandemic. Most LFPSs acquired an online learning resource due to COVID-19. However, heads of LFPSs had mixed perceptions of online learning. Also, the closure of schools affected school finances; teaching, learning and assessment of students; and the ability to pay teachers’ salaries. To cope with their challenges, heads of LFPSs used strategies such as staff lay off; online learning and giving assignments; and the distribution of food items and personal protective equipment. The study recommends the following: there is a need for in-service training for teachers on online learning, improvement in the information and communication technology (ICT) infrastructure across the country, and subsidization of ICT resources. Also, the Government of Ghana should provide tax relief to telecommunication companies that improve their infrastructure and expand their coverage across the country to enhance internet accessibility and connectivity.

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Section: Discussionsupporting

confidence: 92%

Online Learning Resources, Challenges, and Coping Strategies of Low-Fee Private Schools in Ghana During COVID-19 Pandemic

Kyei-Arthur¹

2022

EUR J INTERACT MULTIMED ED

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“…The use of ICT induces additional costs and expenses for hardware, software and internet connection [31], especially when some distance learning platforms that are used are not actually free. This problem is more accentuated in public access institutions where the number of students exceeds the number of users authorized to register on the platforms, which complicates the management and use of the EAD platforms.…”

Section: Motivationsmentioning

confidence: 99%

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

Mouna

Lakrami

Labouidya

2022

IJEECS

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This research presents an investigation of the problems faced by Moroccan higher education students after the face-to-face learning was reinstated following the COVID-19 pandemic crisis. The proposed methodology is based on an exploratory descriptive analysis through a survey that involved students from different higher education institutions and residing in various regions of Morocco. The collected results revealed that students face pedagogical, technical and organizational constraints that prevent them from making a successful transition to distance learning, even if only partially. Indeed, many students are not motivated by the use of information and communication technology (ICT). The study finally provides recommendations for understanding and overcoming these problems.

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“…Other tertiary EFL lecturers emphasized that reduced or inadequate interactivity of students was more common in large classes (Sundarwati & Pahlevi, 2021) and that poor interaction led to assessment challenges, plagiarism and integrity issues (Abduh, 2021). Razkane et al (2022) found that as many as 82.1% of instructors confessed to having low interaction with students within MS Teams app. What is more, this research suggests that teachers who had a negative attitude to MS Teams also developed a higher level of anxiety.…”

Section: Introductionmentioning

confidence: 99%

“Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics

Krsmanović

2022

EUR J INTERACT MULTIMED ED

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The disruption of the education system caused by the sudden outbreak of the COVID-19 pandemic has altered teaching processes forever, thus transforming the existing teaching/learning contexts and their relevance. Given that instructors are key bearers of the educational process, the perception of their teaching experience during the pandemic is vital to understanding the challenges that emerged throughout the process. This paper reports on the experiences of English as a foreign language (EFL) higher education lecturer (n=89) of their emergency remote English language teaching (ERELT) during the COVID-19 pandemic. The objective of the research was to investigate how EFL lecturers assess their own instruction and relationship with students within their ERELT, and how much their teaching in ERELT differed from regular teaching conditions. Under the computer-mediated communication theory framework, the study has adopted a mix-methods research design and the data were collected through a questionnaire. The results imply that the use of computer-assisted language learning (CALL) significantly surged in the ERELT as compared to regular teaching conditions. The teaching process was assessed as a dynamic, resourceful, and stressful process, which, judging by the communicational goals, appeared to be less interactive than more traditional face-to-face instruction, causing the relationship between students and instructors to worsen to a certain extent.

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University Teachers’ Attitudes Towards Distance Learning During COVID-19 Pandemic: Hurdles, Challenges, and Take-away Lessons

Cited by 13 publications

References 30 publications

Online Learning Resources, Challenges, and Coping Strategies of Low-Fee Private Schools in Ghana During COVID-19 Pandemic

Online Learning Resources, Challenges, and Coping Strategies of Low-Fee Private Schools in Ghana During COVID-19 Pandemic

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

“Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics

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