Student Perceptions of Covid-19 Induced E-Learning in State Universities In Zimbabwe

Mudzingiri, Ashton; Abel, Sanderson; Mafugu, Tafirenyika

doi:10.26803/ijlter.21.10.16

Cited by 2 publications

(2 citation statements)

References 23 publications

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“…Additionally, without high-speed internet, preservice teachers and instructors were unable to access materials to support their learning and teaching (Nuland et al, 2020). Similar challenges such as a lack of electricity and lack of resources and ICT skills were also reported by students in various faculties (Mudzingiri et al, 2022). However, the challenges and interruptions occasioned by school and university closures may be regarded as an opportunity to discover and redesign traditional roles and teaching practices (Flores & Gago, 2020).…”

Section: Challenges Faculty Members and Preservice Teachers Faced In ...mentioning

confidence: 97%

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

Almuqayteeb¹,

Alzahrani²

2023

IJLTER

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As a result of the COVID-19 pandemic, preservice teachers in all education programmes have been affected by the closure of schools. This has forced a shift from in-school preservice teaching experience to an online preservice teaching approach. The aim of the present paper is to provide an overview of research on teaching practicum experience during the COVID-19 pandemic through a systematic review. Out of 51 initially identified publications between March 2020 and December 2020, 26 articles were included for the final synthesis in terms of teaching strategies, methods used for assessing preservice teachers, digital technology tools and challenges that faculties and preservice teachers faced. The results indicate that the most commonly used teaching strategies used in the practicum were demonstration in synchronous sessions, observation/helping associate teachers, micro-teaching, and e-coaching/mentoring. Additionally, the results demonstrated that the main use of digital technology tools was for communication, instruction, collaboration and e-coaching. Additionally, the results present four methods of assessment that education programmes followed: (1) grading preservice teachers’ performance in the first weeks of the spring semester; (2) evaluating students’ recorded lessons; (3) evaluating prepared virtual classroom presentation; and (4) grading online portfolios. Moreover, the results indicate that faculties and preservice teachers have faced numerous challenges such as a lack of real teaching experience, limited experience in the use of information and communications technology (ICT), and a lack of technological infrastructure, access and support. The conclusions reflect on the importance of including technology integration and teaching and learning in the online environment in courses offered by teacher education programmes, equity issues for students, and the need to strengthen preservice teachers’ beliefs in their capacity to deal with the transition to distance modes of education in times of crisis.

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Section: Challenges Faculty Members and Preservice Teachers Faced In ...mentioning

confidence: 97%

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

Almuqayteeb¹,

Alzahrani²

2023

IJLTER

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“…Hence, future EiE will adopt multi-modal ERT channels through the creation of a sustainable, robust emergency-resilient educational ecosystem. Mudzingiri et al (2022) believe that education during the COVID emergency ''was accompanied by the challenges of digital technology resources and the lack of training and preparation for digital platforms'' (p.297). EiE gave rise to technophobia among teachers and learners.…”

Section: Opportunitiesmentioning

confidence: 99%

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

Karim,

Gnawali,

Hasan

2024

IJLTER

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Covid-19 pandemic caused the biggest global on-site academic lockdown for more than a year, resulting in the largest disruption in the history of education. This review article highlights how tertiary English language education (ELE) in developing countries like Bangladesh continued during the unprecedented COVID-19 pandemic (from March 2020 onwards) - the 1st time long-lasting educational emergency that crippled the world. Considering this context, twenty (20) empirical papers on tertiary ELE from the COVID outbreak in 2020 to 2023 were reviewed through a Modified 5-SPICE framework where SPICE stands for Setting, Participants, Investigation type, Content and Ethical considerations applied by the reviewed articles. The thematic data analysis based on the Modified 5-SPICE framework applied Wellington’s (2015, as cited in Cohen et al., 2018) seven data analysis stages. The findings disclosed that the COVID-19 educational emergency utilized some existing educational technologies (EdTechs) and made a forced entry of some new technologies. ELE teachers and students had mixed feelings as they faced initial challenges which they gradually tried to overcome. This paper sheds light on their perspectives and complexities in addition to the future possibilities of emergency EdTechs at the tertiary ELE level. The findings are expected to assist pedagogues, policymakers, learners and other stakeholders to recognize the importance of the growing New Normal EdTechs to form a better Next Normal ELT pedagogy.

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Student Perceptions of Covid-19 Induced E-Learning in State Universities In Zimbabwe

Cited by 2 publications

References 23 publications

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

A Modified 5-SPICE Framework Review on English Language Teachers' and Learners' Perceptions of an Educational Emergency

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