Teachers’ Perceptions of the Transition from Onsite to Online Teaching during the Covid-19 Pandemic

Abstract

Educational systems worldwide have been affected by government restrictions imposed in response to the Covid-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers’ perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers’ suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.

Tracing physical education teachers' teaching difficulties in online era using teaching skill indicators

“…The teacher can convey goals in online learning, but to ensure precise information on learning objectives, the teacher has difficulty because it highlights all domains of learning outcomes, both from the cognitive, affective, and psychomotor aspects. In addition to the problem of limited mastery of information technology (Rochman, Indahwati, & Priambodo, 2020;Pirdaus, Mahendra, & Lubay, 2021;Hung, 2021;da Silva et al, 2021;Surahman et al, 2021;Kim et al, 2021) as well as the lack of access to the internet and the unavailability of technological tools (Belleza, Ompoc, & Vestil, 2021), teachers also find it challenging to carry out practical learning because of the shorter learning time (Petrušič & Štemberger, 2021) to ensure consistent learning objectives. Clearly, on the cognitive, affective, and psychomotor aspects to students, teachers often experience difficulties.…”

“…Teachers have not been fast enough to make significant adaptations during the online PE learning period. This transition period makes many teachers unprepared in carrying out learning, such as limited designing learning strategies and poor classroom organization (Gustiawati, 2016;Rochman, Indahwati, & Priambodo, 2020;Jeong & So, 2020;Hung, 2021). The research report of Nopiyanto et al (2020) proves that 55% of teachers have trouble dealing with the problems of students who have difficulty understanding teaching assignments or learning materials.…”

“…The role of the teacher begins to shift, which also worsened teachers' interaction and social relations with their students (Abidin, Hudaya, & Anjani, 2020;López-Fernández, Burgueño, & Gil-Espinosa, 2021;Chan et al, 2021;Varea, González-Calvo, & García-Monge, 2022). Physical education teachers are worried about how they teach PE effectively online (Centeio et al, 2021), even they suffer from disappointment and stress during online learning (González-Calvo et al, 2021) due to their low mastery of information technology (Rochman, Indahwati, & Priambodo, 2020;Hung, 2021;da Silva et al, 2021). Classroom learning becomes monotonous because of the limited preparation of teachers in carrying out PE lessons online.…”

“…Classroom learning becomes monotonous because of the limited preparation of teachers in carrying out PE lessons online. The low level of teacher expertise when organizing classes and maximizing learning strategies, designing interesting learning, and the limited evaluation guidelines for online learning activities (Gustiawati, 2016;Rochman, Indahwati, & Priambodo, 2020;Jeong & So, 2020;Hung, 2021) making PE did not specifically explore the teaching skills of teachers. The indicators used generally include implementation, time management, learning media management, lesson plans, task relevance, feedback, and classroom climate.…”

Gender Analysis of Arabic Language Teaching for Children at Madinah Islamic Full Day Elementary School, Slawi Tegal during the COVID-19 Pandemic

“…The adjustments of education have been observed in several aspects, namely in the teaching model, student learning model, and teaching media. One of the challenges examined is the transition from offline to online learning (Hung, 2021) (Maelan, Gustavsen, Stranger-Johannessen, & Nordahl, 2021). This is the key f ctor th t "compelle " e c tors to cre te i ov tio s i the fiel of e c tio bec se the e c tors th s far, have been trained to teach in actual classes (offline).…”