Teacher Perceptions and Professional Experience of E-Learning and Practical Subjects: Views of Selected Teachers in the Shiselweni Region of Eswatini

Abstract

Several institutions amplected the tremendous variants technology offers in the advent of the covid-19 outbreak, bringing a paradigm shift in various fields regardless of digital competence and availability of resources. Many sectors, education inclusive had to adjust to the "new normal" transforming education drastically with a distinctive rise of e-learning as a pandemic management tool for tumultuous circumstances. E-learning was globally promoted to replace the conventional approach whereby teaching was undertaken remotely on digital platforms (Dhawan, 2020;Li & Lalani, 2020). The study evaluated primary teacher perceptions of the effectiveness of e-learning on practical subjects in 10 selected primary schools in the Shiselweni region of Eswatini. Practical subjects focus on two parts, theory and practice but practical sessions have huge significance in the learning process. Practical subject teaching posed a challenge to teachers during the covid-19 outbreak. The study was investigated by the baseline approach because it flags concerns by showing positive and negative impacts created during and after the study. Twenty-five (25) teachers were surveyed by convenience, snowballing, and random sampling procedures. Data interpretations epitomize that although the outbreak led to the sudden shutdown of schools, which was unprecedented, teachers managed to disseminate lessons by exploring different communication channels to connect learners, teachers, and parents. These were tailored toward the schedules and needs of families to ensure educational continuity. Engagement tools considered and utilized were messaging groups like WhatsApp, online conferences, e-mails, media, and other social media platforms to cater to all-inclusive instruction (UNICEF Romania, 2020). Teachers had fairly good knowledge of their subject content but no mastery over electronic tools for e-learning. E-learning demands acquired or learned skills, determination, strong self-motivation, and time management from both the teacher and learners. Amplecting newer educational technologies take time to implement effectually hence, a combined effort from the ministry of education, institutional management, teachers, and learners' inclusiveness is of paramount importance. The study recommends that teachers must grow and learn along with their learners for added benefits as the world advances.

Agency in Development through Mobile-Technology-Assisted Interaction: Agentic Learning Behaviours and Emerging Dimensions

“…Research to date, has witnessed a gradual change in the wide landscape of technology-assisted learning, particularly in ways learners learn and interact as compared to learning in traditional teacher-led classrooms (Golonka et al, 2014;Jedishkem et al, 2023;Xu & Peng, 2017). Renewed curricular initiatives in the global educational context have tended to place a priority on technology-assisted and self-regulated learning (Galikyan et al, 2021;Jiang et al, 2020).…”