Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges

Lapada, Aris Alea; Miguel, Frosyl F.; Robledo, Dave Arthur; Alam, Zeba F.

doi:10.26803/ijlter.19.6.8

Cited by 256 publications

(198 citation statements)

References 19 publications

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“…For instance, where their home situation does not provide the optimal environment for online instruction, academics in most scenarios can use their offices and/or classrooms. In contrast, depending on the location, some basic education schools may lack the facilities and training even if they are located in urban areas (Lapada et al, 2020). Institutional training and backing as well as social support had been found to determine the successful adoption of e-learning in the past (Singh, Naz, & Narayan, 2017).…”

Section: Level or Type Of School At Which The Instructors Taughtmentioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

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Section: Level or Type Of School At Which The Instructors Taughtmentioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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“…The research of Purwanto et al [1] stated that not all teachers were proficient in using internet technology in some locations. Other problems include: 1) teachers that only focus on giving assignments without explaining the subject first [2]; 2) students starting to experience online learning boredom [3]; 3) online learning requiring a lot of money [4]; and 4) different regional conditions [5]. This could become a hindrance during online learning process.…”

Section: Introductionmentioning

confidence: 99%

Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

Noviana¹,

Sukardi²,

Suryanti³

2020

SAR Journal

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This study aimed to determine differences in the learning process during Covid-19 pandemic from various variables (gender, age, class, school location, school status) in Senior High Schools (SMA). This research used a quantitative approach with a survey method. The population in this study was all public and private high school students in Central Lombok Regency. The sampling technique was accidental sampling with a sample of 456. The learning process data were collected using a questionnaire which already met research requirements in the google form. Overall data were analyzed quantitatively using non-parametric comparative analysis because the data was not normally distributed. The results showed the significant differences in the learning process during the Covid-19 pandemic from various variables (gender p-value 0.015; age p-value 0.041; class p-value 0.034; school location p-value 0.000; school status p-value 0.001) with 5% significance. The better perception of the learning process during the pandemic was found in female, 16 years old, 10th grader, public school, and urban school students.Therefore, the learning process during the Covid-19 pandemic should consider geographical characteristics (gender, age, class, school location, school status) in designing learning intervention.

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“…In a similar study, Fedina et al, (2017) concluded in their study that preschool educational institution (PEI) administration considers their educational institution ready for distance learning technology (DET). However, from the paper of Alea et al, (2020), they explained that the teachers' geographical location correlates to the readiness to adapt to distance learning education. Table 3 Perceived Challenges on the Delivery of Distance Learning Perceived Challenges Frequency Rank Internet connection/ connectivity 18 1 Teachers' competence and skills for online learning delivery 11 2 Availability of funds and/ or budget for online/ distance learning 10 3 Availability of gadgets and/ or devices like cellular phones and/ laptop for learning and teaching 9 4…”

Section: Resultsmentioning

confidence: 99%

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

Asio¹

2021

JPSP

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The impact of the COVID-19 pandemic changed the course of delivering quality education to learners. This study analyzed the level of digital competence of school administrators, the readiness of schools, and perceived challenges on the delivery of distance learning. Using a descriptive research design, the researchers used an online survey to gather pertinent data for the study. Thirty-six (36) administrators took part in the online survey using universal sampling from a school division in the province of Bulacan, Philippines. The researchers created an online research instrument and subjected it to validation before the actual administration. After data gathering, the researchers encoded and tabulated the data. This study used the following statistical tools to analyze the data: frequency, percentage, and rank. The study found that the administrators have varied results on the aspect of digital competence based on the statistical analysis. In terms of school readiness on distance learning, the schools were not yet ready to implement a distance learning scheme. For the perceived challenges, internet connection/ connectivity is the primary concern. Other challenges involve preparation, competencies, funding, and devices for distance learning. Based on the result of the study, the researchers provided some essential recommendations for the administrators, teachers, and other stakeholders.

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Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges

Cited by 256 publications

References 19 publications

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning

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