Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education

Kalloo, Rowena; Mitchell, Beular; Kamalodeen, Vimala Judy

doi:10.1080/02607476.2020.1800407

Cited by 110 publications

(103 citation statements)

References 3 publications

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“…There is no doubt that online learning provides a new learning environment, making learning easier and supporting students to develop abilities, skills, and attitudes [4]. Since the beginning of 2020, when COVID-19 was first reported, many researchers have discussed the development opportunities and threats of online learning [3,[5][6][7][8][9]. Other scholars have discussed teaching methods or teaching measures [10,11] and analyzed the adoption of a teaching system [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Wang

Lin

2021

Sustainability

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The prevalence of COVID-19 has changed traditional teaching modes. For many teachers, online learning effectively compensated for the absence of traditional face-to-face instruction. Online learning can support students and schools and can create unique opportunities under emergency management. Educational institutions in various countries have launched large-scale online course modes in response to the pandemic. Additionally, online learning during a pandemic differs from traditional online learning modes. Through surveying students in higher education institutions, educational reform under emergency management can be explored. Therefore, university students were surveyed to investigate their continuance intention regarding online learning during the pandemic. Expectation confirmation theory was extended using the task-technology fit model to ascertain whether the technical support of promoting online learning helped student’s complete course learning tasks during the pandemic and spawned a continuance intention to use online learning in the future. Data were collected through online questionnaires. A total of 854 valid responses were collected, and partial least squares structural equation modeling was employed to verify the research hypotheses. The results revealed that the overall research framework largely explained continuance intention. Concrete suggestions are proposed for higher education institutions to promote online learning modes and methods after the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Wang

Lin

2021

Sustainability

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“…The same challenges also occurred throughout the world. In a paper by [1] reported their experience in implementing online learning at the University of the West Indies (UWI), Trinidad and Tobago, during the Covid-19 pandemic. They have shared the same experiences of struggle to adjust during the early stage of online teaching, the anxiety of the dangerous disease and program completion.…”

Section: Introductionmentioning

confidence: 99%

Preliminary Study on Readiness to Teach Online Due to Covid-19 Pandemic among University Academician in Malaysia

Khairi¹,

Faridah²,

Norsiah³

et al. 2021

IJIET

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The COVID-19 pandemic has prevented close engagement with students to avoid the spread of the virus. Hence, the transition from the traditional classroom methods to fully online teaching mode is essential. Academicians need to be equipped with the necessary devices and technical skills to conduct live video meetings (synchronous) and create recorded video (asynchronous). In this study, we have conducted a survey to assess the readiness of the academicians at the Center for Foundation Studies in Science, University of Malaya to teach online. 88 academicians participated in this study which consists of 68 local staff and 20 Japanese staff. The survey was conducted using Google Form, which focused on three main aspects of readiness. They were hardware readiness, software readiness and behavior (which include experiences, opinions, and expectation on online teaching). The results show that necessary equipment to conduct video meetings for lectures and tutorials such as webcam, microphone and should be provided. Continuous training should be provided to increase academicians’ competencies in using the applications used. We hope that this research will provide some insights on the current condition that our academicians are having, what is the problem that they are facing and to plan ahead.

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“…Most online-learning attitudinal studies conducted worldwide during the COVID-19 pandemic have been largely positive (Agung et al, 2020;Febrianto et al, 2020;Coolican, Borras & Strong, 2020;Kalloo, Mitchell & Kamalodeen, 2020;König, Daniela & Glutsch, 2020). Even before the pandemic, students majoring in English Language and Literature in many Arab universities have testified of the multiple benefits of synchronous interaction.…”

Section: Introductionmentioning

confidence: 99%

Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

Mahfouz

Salam

2021

IJLTER

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This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant diﬀerences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

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Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education

Cited by 110 publications

References 3 publications

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Preliminary Study on Readiness to Teach Online Due to Covid-19 Pandemic among University Academician in Malaysia

Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

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