Challenges in using ICT Gadgets to cope with effects of COVID-19 on Education: A short survey of online teaching Literature in English

Bazimaziki, Gabriel

doi:10.22161/jhed.2.4.8

Cited by 11 publications

(14 citation statements)

References 2 publications

(4 reference statements)

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“…While Yakin et al (2020) found out that E-learning is rendered ineffective by challenges such as unavailability of digital equipment, skills, internet and related resources. In the same line, Bazimaziki (2020) reports that the situation exacerbates for some students living in rural areas without internet and electricity facilities. However, for postgraduate students doing Science and Mathematics with Education, online learning should be a ground to maximize related opportunities despite challenges they have to grapple with for each.…”

Section: Online Learning Mathematics and Science: Opportunities And Challengesmentioning

confidence: 99%

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Nsengimana

Bazimaziki

Nyirahabimana

et al. 2021

Contemporary Mathematics and Science Education

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The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

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Section: Online Learning Mathematics and Science: Opportunities And Challengesmentioning

confidence: 99%

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Nsengimana

Bazimaziki

Nyirahabimana

et al. 2021

Contemporary Mathematics and Science Education

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“…Information Communication Technology (ICT) devices play a significant role in many sectors, including education, in today's digital world. These technological devices include, but are not limited to, computers and smartphones connected to the internet (Carver et al and Alharbi as cited by Bazimaziki, G. (2020). Results of the study of Koirala, Silwal, Gurung, Bhattarai, & KC (2020) showed that mobile phone was the most commonly (51.9%) used gadget for attending the online class.…”

Section: Securing Updated Gadgets For Online Classesmentioning

confidence: 99%

Challenges Encountered in the Implementation of Online Distance Learning

Clarin

Baluyos

2022

eduline j. educ. learn. innov.

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Teachers face several drawbacks and potential issues while participating in an online class. This study explored the challenges encountered by teachers in implementing online distance learning in the Basic Education Department, specifically in the Junior and Senior High School, of Misamis University, Ozamiz City. The study utilized a qualitative approach using phenomenological design. The study included twenty (20) participants from the teachers handling online classes in the Junior and Senior High Schools, selected through purposive sampling. In-depth face-to-face interviews were used in gathering information from the teachers. The researcher employed the seven steps of Colaizzi’s method of data analysis. Results revealed the following themes: (1) the need to motivate the students in learning the lessons; (2) the preparation of learning resources; (3) poor internet connection; and (4) constant communication with students and parents. Teachers may integrate activities that would keep the students engaged throughout the lesson. Back-up plans may be designed to address the challenge of internet connectivity which interfere the teaching-learning process.

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“…Teachers also often use literature to provide examples of language use and teach linguistics and grammar (Hassan, 2018;Nanda & Susanto, 2020). However, the online learning environment contributed to challenges for the learning process in either the technology, student, or literary teaching aspect (Atmojo & Nugroho, 2020;Bazimaziki, 2020;Edumadze et al, 2017;Ekanayake & Weerasinghe, 2020). Inadequate IT knowledge, facilities, internet, and technical support hindered the classes' running well (Atmojo & Nugroho, 2020;Bazimaziki, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…However, the online learning environment contributed to challenges for the learning process in either the technology, student, or literary teaching aspect (Atmojo & Nugroho, 2020;Bazimaziki, 2020;Edumadze et al, 2017;Ekanayake & Weerasinghe, 2020). Inadequate IT knowledge, facilities, internet, and technical support hindered the classes' running well (Atmojo & Nugroho, 2020;Bazimaziki, 2020). Those initial challenges also backlash the students, including their learning process, performance, motivation, and attitude (Bazimaziki, 2020;Hassan, 2018;Sim et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Technology Use in Teaching Literature Amid and Post-Pandemic: Teachers’ Perceptions

Andriani

Bram

2022

PJEE

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The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students.

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Challenges in using ICT Gadgets to cope with effects of COVID-19 on Education: A short survey of online teaching Literature in English

Cited by 11 publications

References 2 publications

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Challenges Encountered in the Implementation of Online Distance Learning

Technology Use in Teaching Literature Amid and Post-Pandemic: Teachers’ Perceptions

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