Challenges Faced by Teachers in Online Teaching during the Pandemic

Haron, Sueraya Che; Rashid, Khadijah Khalilah Abdul; Haron, Sabrina Che; Mamat, Arifin; Abdullah, Nurazzelena

doi:10.7176/jep/12-2-06

Cited by 4 publications

(6 citation statements)

References 2 publications

(2 reference statements)

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“…Teachers, including those trained in advanced educational technologies, found this transition difficult (Gordy et al, 2021). Haron et al (2021) identified intrinsic challenges such as lack of skills and knowledge in online teaching, unfamiliarity with online tools, and inadequate preparedness. Additionally, extrinsic challenges included poor internet connectivity in learners' communities and limited access to data, devices, or online education portals.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

Labuschagne,

Ramaila,

Dhurumraj

2023

IJRBS

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Formative assessment is crucial for teachers to gauge students’ understanding of subject content, and applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment as per the research question. The empirical investigation adopted a generic qualitative design in which three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Interviews were video recorded, transcribed and thematically analysed using grounded theory to construct a thematic framework for supporting the study. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study to identify challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. Challenges identified in this study include the enforced utilisation of Annual Teaching Plans, lack of technological knowledge, lack of internet connectivity, and poor digital infrastructure at schools, and in towns and cities in South Africa. The study aims to show that the Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings while policy is needed to ensure that every student has access to data and internet resources.

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Section: Literature Reviewmentioning

confidence: 99%

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

Labuschagne,

Ramaila,

Dhurumraj

2023

IJRBS

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show abstract

“…In a brief timeframe, schools had to adapt their resources to facilitate complete remote teaching and learning setups. The lockdown measures imposed across the nation required teachers and students to shift from conventional curriculum delivery to remote education (Haron et al, 2021;Ganal et al, 2022;Trindade, Henriques, & Correja, 2023). However, madrasahs, tasked to teach and educate Muslim students in remote areas, still adhered to their traditional way of delivering their instruction despite the transition to online delivery.…”

Section: Introductionmentioning

confidence: 99%

The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation

Redocto,

Sumayo

2024

AIJP

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This qualitative study, employing a phenomenological approach, seeks to illuminate the experiences, challenges, and coping mechanisms of Madrasah multigrade teachers during the pandemic. The study involved 14 participants in in-depth interviews and 8 participants in a focus-group discussion. Thematic analysis was applied to analyze the responses. The research uncovered three fundamental themes in their lived experiences, focusing on establishing flexible teaching practices, adaptive instruction, and continuous assessment for enhanced learning. It also unveiled challenges at different levels, notably the three essential themes: Azatids-related challenges, Madrasah-level challenges, and Kalangkapan-level challenges. Despite these hurdles, the participants demonstrated their resilience through coping mechanisms, including spending own money, religious obligations, displaying positive attitude, praying, and self-reward. The study's conclusion underscores the profound impact of the COVID-19 pandemic on Madrasah multigrade teachers, emphasizing their ability to persist, adapt, and effectively cope with unprecedented changes.

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“…The challenges were faced by the teacher and students during applying online learning (OL), namely teachers mostly send material without giving explanations so that students cannot fully understand the lesson (Yuzulia, 2021), signal/network problems that result in slow access to information so that sometimes information is missed (Bhuana & Apriliyanti, 2021 ;Yuzulia, 2021 ;Tukan, 2020), educators should think again about the learning models and methods that will be used, OL activities during pandemic indicates that not all pupils are acclimated to online learning. It showed that there are still many teachers that are not adept in utilizing internet technologies when the teaching was running or social media and students do not yet have facilities that support online learning processes such as; mobile phones or smartphones, the digital infrastructure is not evenly distributed, the unpreparedness of educators regarding teaching materials, to the unavailability of devices to carry out the online education process (Gurung, 2021 ;Tukan, 2020 ;Rosalina & Elyani, 2020). Understanding in utilizing technology is the most important thing in online learning.…”

Section: Introductionmentioning

confidence: 99%

English Teachers’ Challenges and Strategies in Online Learning Process During Covid-19

Siregar

Sitorus²,

Lestari³

et al. 2022

Bahasa dan Sastra Inggris UPB

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This research is conducted because of Covid-19 that has been going on for almost 2 years and it affect to the teaching learning process at SMA Negeri 1 Siborongborong. The objective of research is to know and describe challenges and strategies faced by English teacher in online learning (OL) as long as pandemic. In this research, the research used qualitative research. The source of data came from 3 English teachers at SMA Negeri 1 Siborongborong. The technique that used to collect data by using questionnaire. The data was analysed by using Miles and Huberman model. Three stages were used in analysing data, namely data reduction, displaying data and drawing conclusion/verification. The result of the research showed that teachers’ undergone several challenges at SMA Negeri 1 Siborongborong, namely; (1) uneven network, (2) limited facility, (3) student learning lost, (4) Students were not so serious to the lesson and (5) willing to explain the explanation two or three times. whereas, teacher’s strategies were used English teacher in SMA Negeri 1 Siborongborong during OL were; (1) Teacher did not force the students to have too much (2) Limiting the material and homework (3) motivating and supporting the students (4) Inviting student to joke so they don’t get bored right away (5) Trying to present interesting learning process for students. So, it can be concluded that network affects to the students’ ability in understanding the material in the classroom.

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Challenges Faced by Teachers in Online Teaching during the Pandemic

Cited by 4 publications

References 2 publications

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation

English Teachers’ Challenges and Strategies in Online Learning Process During Covid-19

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