Challenges for Distance Learning and Online Collaboration in the Time of COVID-19: Interviews with Science Teachers

Rannastu-Avalos, Meeli; Siiman, Leo

doi:10.1007/978-3-030-58157-2_9

Cited by 41 publications

(29 citation statements)

References 11 publications

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“…Operationally, lecturers find themselves spend more time preparing for e-learning compared to offline learning, thus higher workload with increasing volumes of learning materials (Rannastu-Avalos and Siiman 2020). As mode of delivery is entirely online, observing and maintaining students' engagement in both asynchronous and synchronous settings may also be difficult for lecturers (Farooq et al 2020;Rannastu-Avalos and Siiman 2020). This situation may affect to assessment components being delivered e-learning system (Rannastu-Avalos and Siiman 2020).…”

Section: Lecturer's Challengesmentioning

confidence: 99%

Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review

Aini¹,

Budiarto²,

Putra³

2020

J. Sistem Inf. (J. Inf. Sys.)

108

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The world is currently battling the coronavirus disease 2019 (COVID-19) that has been declared as a global pandemic since mid-March 2020. The pandemic has inevitably impacted social and economic activities of the nation, including those in the education sector. As the governments have mandated universities to close their campuses, learning activities has been forced to move online. In this difficult situation, many university administrators, lecturers, as well as students may find it difficult to adapt to the so-called “new normal” ways of learning. Hence, as this is an unprecedented situation, this study explores the challenges faced by universities as academic institutions, lecturers, and students. This study starts by conducting a literature review concerning the challenges in e-learning in context of a pandemic. Data collected are then analyzed qualitatively using inductive thematic analysis technique, resulting in a taxonomy of e-learning challenges during a pandemic. Our analysis shows that students are challenged by connectivity, e-learning system support, and technological and self-regulation issues. On the other hand, lecturers are being challenged by competency, operational, self-regulation, and isolation issues. Meanwhile, institutions identify financial support and change management as challenging issues. This study highlights the need for further investigation to address the aforementioned challenges in e-learning.

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Section: Lecturer's Challengesmentioning

confidence: 99%

Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review

Aini¹,

Budiarto²,

Putra³

2020

J. Sistem Inf. (J. Inf. Sys.)

108

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“…The unexpected switch from traditional 'lecture theatre-based' education to OE/DL during the ongoing health emergency led to a 'shock and tension' (Lassoued et al, 2020) among teachers, students, and parents, largely due to individual, institutional, organizational, pedagogical, nancial as well as technical di culties (Abuhammad, 2020;Al-Balas et al, 2020;Almaiah et al, 2020;Béché, 2020;Lassoued et al, 2020). Studies suggesting that both teachers and students, particularly in developing countries, could not adjust to the transition from traditional 'face-to-face' teaching-learning to OE/DL (Ela et al, 2021;Rannastu-Avalos & Siiman, 2020), largely because of the existing educational inequalities between sexes, between rural and urban areas, between poor and rich people (Béché, 2020). Moreover, the absence of 'shock resilient' pedagogical resources in schools, colleges, and universities, as well as the presence of multiple online platforms together with a sheer lack of technical know-how for both ends made it more di cult for the educators and educands to ensure the continuity of equal, quality, and all-inclusive education for all (Bashitialshaaer et al, 2021;Béché, 2020;Lassoued et al, 2020;Rannastu-Avalos & Siiman, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Studies suggesting that both teachers and students, particularly in developing countries, could not adjust to the transition from traditional 'face-to-face' teaching-learning to OE/DL (Ela et al, 2021;Rannastu-Avalos & Siiman, 2020), largely because of the existing educational inequalities between sexes, between rural and urban areas, between poor and rich people (Béché, 2020). Moreover, the absence of 'shock resilient' pedagogical resources in schools, colleges, and universities, as well as the presence of multiple online platforms together with a sheer lack of technical know-how for both ends made it more di cult for the educators and educands to ensure the continuity of equal, quality, and all-inclusive education for all (Bashitialshaaer et al, 2021;Béché, 2020;Lassoued et al, 2020;Rannastu-Avalos & Siiman, 2020). Moreover, parents with limited income, especially in developing countries, could not meet the growing demands for expensive personal computers and other smart devices with high-speed internet connections to assure the participation of their children in OE/DL.…”

Section: Introductionmentioning

confidence: 99%

Challenges of online education /distance learning for university students during the COVID-19 pandemic: An observation from Bangladesh

Hossain

Nishu

Sultana

et al. 2021

Preprint

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Following the spread of COVID-19, online education/distance learning (OE/DL) was opted by the governments across the world. However, many challenges remained unexplored as OE/DL was quite an unfamiliar teaching approach, particularly in Bangladesh. This study was aimed at identifying the major challenges of OE/DL in Bangladesh from the perspectives of students. Data for this web-based cross-sectional study were collected using an e-questionnaire based on Google Form. Out of 451 initial responses, 419 were retained based on some specifications. The univariate analyses identified the financial, technical, and pedagogical issues as major problems. Exploratory factor analysis and confirmatory factor analysis suggest a two-factor solution – ‘financial-technical obstacles’ and ‘pedagogical obstacles’ – with overall good reliability (Cronbach’s α = 0.881; McDonald’s ω = 0.880). The two-factors, with strong intercorrelation (r = 0.552), meet the criteria of discriminant validity. To overcome the shortfalls of OE/DL in Bangladesh, inclusiveness with sustainable educational and infrastructural approaches was recommended.

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“…Studien zur Situation des naturwissenschaftlichen Unterrichts während der weltweiten Schulschließungen als Folge der Covid-19 Pandemie sind rar. Eine in Estland durchgeführte qualitative Studie mit fünf Lehrkräften berichtet Ergebnisse zur Nutzung digitaler Technologien und zur Initiierung kollaborativen Arbeitens (Rannastu-Avalos und Siiman 2020 ). Alle befragten Lehrkräfte verwendeten Videokonferenz-Programme und Lernmanagementplattformen, empfanden beide Werkzeuge jedoch als wenig hilfreich zur Förderung kollaborativer Zusammenarbeit zwischen den Schüler*innen.…”

Section: Ausgangslage Und Relevanz Der Forschungsfrageunclassified

Verfügbarkeit und Zielsetzungen digitalisierungsbezogener Lehrkräftefortbildungen für naturwissenschaftliche Lehrkräfte in Deutschland

Diepolder

Weitzel

Huwer

2021

ZfDN

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ZusammenfassungLehrkräfte sind essentiell für die Integration digitaler Technologien in Schule und Unterricht. Ihre Qualifizierung für diese Aufgabe ist daher in allen Phasen der Lehrkräfteausbildung von zentraler Bedeutung, zumal nur etwa ein Drittel der derzeit im aktiven Schuldienst befindlichen Lehrkräfte während des Studiums Lerngelegenheiten zu einem digitalisierungsbezogenen Kompetenzaufbau hatte. Trotz des Wunsches nach einer digitalisierungsbezogenen Qualifikation besuchen deutsche Lehrkräfte jedoch vergleichsweise selten Fortbildungen. Neben fehlender Passung des Fortbildungsangebots könnte für diese Diskrepanz ein unzureichendes Angebot verantwortlich sein. Wir untersuchen in dieser Studie, welche Fortbildungsangebote in 12 von 16 Bundesländern explizit für naturwissenschaftliche Lehrkräfte über staatliche Fortbildungskataloge angeboten wurden, welche Kompetenzbereiche des Orientierungsrahmens „Digitale Kompetenzen für das Lehramt in den Naturwissenschaften“ (DiKoLAN) die Fortbildungen adressieren und inwieweit die in den Fortbildungen adressierten didaktischen Funktionen die Lehrkräfte bei der Ausbringung von Distanzunterricht während der Schulschließungen 2020 hätten unterstützen können. Insgesamt werden 90 Fortbildungen identifiziert und damit zu wenige, um die Zielsetzungen der Kultusminister Konferenz-Strategie „Bildung in der digitalen Welt“ angemessen zu verfolgen. Aus den Angeboten lassen sich kaum Hinweise auf Faktoren ablesen, die der individuellen Lehrkraft einen kumulativen Kompetenzaufbau ermöglichen. Fast alle Fortbildungsangebote adressieren für Naturwissenschaftslehrkräfte relevante Kompetenzbereiche des DiKoLAN-Orientierungsrahmens, ein Teil ist geeignet, Lehrkräfte die didaktischen Funktionen zu vermitteln, die auch bei der Ausbringung von Distanzunterricht genutzt werden können.

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Challenges for Distance Learning and Online Collaboration in the Time of COVID-19: Interviews with Science Teachers

Cited by 41 publications

References 11 publications

Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review

Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review

Challenges of online education /distance learning for university students during the COVID-19 pandemic: An observation from Bangladesh

Verfügbarkeit und Zielsetzungen digitalisierungsbezogener Lehrkräftefortbildungen für naturwissenschaftliche Lehrkräfte in Deutschland

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