Online Teaching Practices During the COVID-19 Pandemic

Noor, Shaista; Isa, Filzah; Mazhar, Faizan

doi:10.22521/edupij.2020.93.4

Cited by 87 publications

(69 citation statements)

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“…In this sense, teachers have had to adapt at an emergency rate to this new scenario, which involves the use of ICT to teach classes remotely. While this educational modality has pros where, the flexibility of schedules and spaces stands out, they also have cons, such as lack of social interaction with colleagues and teachers, lack of technological knowledge, quality of technological means and tools, and greater performance and dedication of time [18][19][20]. This is the reason that teacher's role in the effective use of ICTs as an educational tool is relevant in crisis situations and will continue to be after COVID-19, when it is supposed to return to normal.…”

Section: Introductionmentioning

confidence: 99%

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Estrada-Muñoz

Vega-Muñoz

Castillo

et al. 2021

IJERPH

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This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.

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Section: Introductionmentioning

confidence: 99%

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Estrada-Muñoz

Vega-Muñoz

Castillo

et al. 2021

IJERPH

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“…Ranging from science to geography in different segments of education, the effects of Covid-19 were studied in the literature (see, for example, Schultz & DeMers, 2020;Naji et al, 2020). On the other hand, due to the unplanned nature of emergency online teaching, the studies focused on various aspects of education involving, for instance, the availability of online teaching resources and tools (Dhawan, 2020), the effects of the pandemic on teachers (Talidong & Toquero, 2020), instructors' teaching practices, strategies and activities (König et al, 2020;Mahmood, 2020;Noor et al, 2020;Rapanta et al, 2020), the students (Coman et al, 2020;Shahzad et al, 2020;Son et al, 2020), key challenges or opportunities (Adedoyin & Soykan, 2020;Donitsa-Schmidt & Ramot, 2020;Heng & Sol, 2020), and policy management in education (Zhang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

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PandemicCovid-19 Emergency online teaching English language teaching and learning First year analysisThe world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article

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“…This rapid sudden major shift of teaching and learning delivery has left students and teachers unprepared. The recent study by Noor, Isa, & Mazhar (2020) showed that both students and teachers encountered many barriers during online learning in the time of Covid-19. The challenges occurred during online learning were devided into three types, technology-related, teachers-related and students-related challenges (Noor, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Some common challenges that refered to technology were low digital literacy (Alamzova et. Al, 2020), lack of devices, and poor internet connection (Noor, 2020). In addition to technology-related challenges, high internet quota price also affected the learning performance of students with low financial conditions (Noor, 2020).…”

Section: Introductionmentioning

confidence: 99%

Distance learning in the time of Covid-19: Exploring students’ anxiety

Hapsari¹

2021

ELTF

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Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.

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Online Teaching Practices During the COVID-19 Pandemic

Cited by 87 publications

References 0 publications

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

English language teaching and learning during Covid-19: A global perspective on the first year

Distance learning in the time of Covid-19: Exploring students’ anxiety

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