A Case Study on Online Teaching during the Covid-19 Pandemic Perceived by Primary School Teachers

Abstract

Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID -19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study aimed at revealing the experiences of primary school teachers in online teaching during the COVID-19 pandemic with a particular focus on the difficulty in teaching different subjects such as mathematics and science. The participants were 12 primary school teachers working in different places (e.g., village and district) with various professional experiences in years (such as 1-10 years and 11-20 years). The data was generated through semi-structured interviews and analyzed by content analysis. The results revealed four main themes, namely guidance and support, planning and instruction, technical issues, and the use of technological tools. Since most of the results were contextual, it is suggested that schools provide some school-based training to support teachers and parents in this process. When the results of the research are evaluated, it is important that university teacher education departments provide comprehensive pedagogical support, especially for pre-service teachers who will be the teachers of the future and families to improve online learning.

Teachers’ Collaboration with Parents of First-Grade Pupils during the COVID-19 Pandemic

“…In addition to these feelings, some teachers in the current research referred to their low digital literacy that affected their confidence in conducting online teaching. Like in other studies, teachers felt insecure and overwhelmed by the sudden need to perform online teaching using advanced technologies, and were facing problems integrating technology with pedagogy and subject teaching (Pattnaik et al, 2023;Sari & Saralar-Aras, 2022). Teachers claim that low online teaching proficiency, may have caused them high levels of burnout during the COVID-19 pandemic (Gutentag & Asterhan, 2022).…”

Access to Quality Education among Students with Special Needs amidst Covid-19: A Review on Challenges and Prospects

“…This led to impacts on students' learning interactions, collaborations and engagement outcomes. Through homeschooling, it was difficult for parents who had limited teaching skills to create a conducive learning environment to ease students' learning and adaptability (Masanyiwa et al, 2023). Learners with learning difficulties and disabilities also faced inadequate development of practical or psychomotor skills and received improper handling of their learning environment and allocation of learning resources.…”

“…Even before Covid 19, children with disabilities have experienced and suffered a lot from education access inequities and learning outcomes (Smith et al, 2022). Although the pandemic affected the education system worldwide, teachers, parents and students, however, the impacts vary among students due to their natural setting, backgrounds and conditions (Masanyiwa, Mwamakula & Mhagama, 2023). Students with special needs suffered a lot in coping with homeschooling and difficult situations amid COVID-19.…”

Analysis of Elementary School Students' Numerical Abilities in Online Learning

“…The findings of these studies indicate that online learning has a negative impact on students' academic achievement, including in mathematics. Other studies (Putra et al, 2020;Rasmitadila et al, 2020;Sarı & Aras, 2022) found that students struggle to understand mathematical concepts virtually, and the lack of direct interaction with teachers and classmates affects their ability to apply mathematical concepts.…”