Teaching with Technology during COVID-19 Pandemic: An Interview Study with Teachers in Indonesia

Rahayu, Sri; Rahmadani, Elfira; Syafitri, Ely; Prasetyoningsih, Luluk Sri Agus; Ubaidillah, M. Faruq; Tavakoli, Mona

doi:10.1155/2022/7853310

Cited by 14 publications

(13 citation statements)

References 57 publications

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“…Considering the new era of teaching, instructors who are not willing to develop their computer skills would fail to handle the class with the new generation of learners and to adapt to the world's changes in education. For instance, during the covid-19 pandemic, instructors with low technology skills had problems managing online classes, and it directly affected their students (Rahayu et al, 2022). Moreover, apart from the ability to manage classes, computer self-efficiency also indicates teachers' competency as digital citizens.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Sakorn

2022

JEI

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In this study, we aim to assess pre-service teachers’ self-efficacy in using computer technology in the digital era as digital citizens. Briefly, students in the Faculty of Education were asked how they perceive computers and technology as a tool in life, education, and future careers. The samples were 615 pre-service teachers selected by Yamane’s method in sample selection from the population of 3093 students in the Faculty of Education, Rajabhat Maha Sarakham University, Thailand. The samples were 1-5th year student teachers from 20 majors in the faculty. The samples were from middle to upper-middle-income families considering the public status of the university with the tuition fee of around 350-400 USD a semester. The sole instrument of the study was a questionnaire with the purpose to investigate computer self-efficacy as digital citizens of the samples. The data were collected in 2020 via an online questionnaire and analyzed by percentage, mean score, standard deviation, t-test, and one-way ANOVA. The results of the study lead to an explanation of the nature of prospective teachers’ beliefs and willingness to develop themselves as a member of the post-digital world, a place where a blurred area of virtual and authentic exist and affect people's lives. It shows that pre-service teachers of a certain socio-economy group had a high level of digital citizenship self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Sakorn

2022

JEI

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“…Similarly, Mahdy (2020) revealed that the main challenge that online education faced in veterinary medical science was how to learn practical lessons. Also, in most countries, internet connectivity is problematic and this affected teaching and learning using online means during the COVID-19 pandemic (Rahayu, Rahmadani, Syafitri, Prasetyoningsih, Ubaidillah & Tavakoli, 2022). Khobragade, Soe, Khobragade and Abas (2021) supported this view when they found that the barriers in virtual learning among medical students included communication, internet connectivity, and technical problems.…”

Section: Discussionmentioning

confidence: 99%

“…The study of Rahayu et al (2022) in Indonesia was similar to that of Khobragade, Soe, Khobragade and Abas (2021). Khobragade et al sought to find out the barriers in virtual learning among medical students.…”

Section: Impact Of Covid-19 On Students' Academic Performancementioning

confidence: 99%

Perceived Impact of COVID-19 on Students’ Academic Performance in Colleges of Education in Ghana

Adzaku¹,

Agbleze²,

Afutor

2022

AJEP

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Purpose: This study investigated the perceived impact of COVID-19 on students’ academic performance in Colleges of Education in Ghana. Methodology: Descriptive survey design was adopted for the study. A sample of 346 students was selected from a population of 3,500 students in three selected Colleges of Education in the Volta Region of Ghana using convenience sampling procedure. Data were gathered using questionnaire and analysed using means and standard deviation. Data were presented in tables after the analysis. Findings: The study found that students found it difficult to focus during online lessons and that their academic performance had worsened due to the COVID-19 pandemic. In terms of the challenges encountered by students during the COVID-19 Pandemic, the study revealed that poor internet connectivity, lack of needed resources like laptops to access online learning system and lack of conducive learning atmosphere in the house were identified. From the results, it was concluded that the COVID-19 Pandemic at its peak has been detrimental to the academic performance of students in Colleges of Education in Ghana. Unique Contribution to Theory, Practice and Policy Recommendation: The study highlighted the fact that students can learn not only in-person but can engage in remote learning. This backed the position of the Transactional Distance Theory used in the study. In improving learning in the wake of COVID-19, Colleges of Education should provide platforms for online learning with easy access and usage for students. Generally, policy makers should make policies that would make online learning a part of the education system at all levels of education. This would be a positive adjustment caused by the COVID-19 outbreak.

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“…[8]. As a consequence, developing countries that were mainly focused on traditional face-to-face instructions encountered various challenges (e.g., teachers', students', institutional, infrastructural, technological, and logistical) in this sudden transition [9][10][11][12][13]. However, this study primarily focuses on the challenges faced by teachers of primary and secondary level institutions in Bangladesh during the COVID-19 crisis and discusses the possible solutions.…”

Section: Introductionmentioning

confidence: 99%

“…us, issues occurred when teachers were going to create interactive learning resources, present those materials online, offer feedback, and conduct formative assessments [27,28]. On the other hand, according to studies [13,23,29,30], the toughest difficulties that teachers faced during online instruction were mobilizing students' learning attention, maintaining classroom discipline, organizing classroom discussion, motivating students, and giving online feedback. Another review study [10] claimed that due to a lack of technological skills, digital equipment, expertise, management skills, limited access to digital devices, Internet, and psychological issues, teachers in India's schools, colleges, and universities faced numerous challenges when taking online classes.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Ahmmed

Saha

Tamal

2022

Education Research International

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The COVID-19 pandemic drastically transformed the global education system forever. To sustain the education system, e-learning has been adopted as an alternative teaching-learning strategy in most countries. Due to this sudden transition, teachers had practically no time to prepare themselves for distance learning, especially in developing countries. Consequently, teachers faced numerous challenges while teaching online. The present study aimed to explore the effectiveness of need-based teachers’ training programs to address online teaching challenges faced by primary and secondary level teachers. Adopting a mixed-method research approach, this study was conducted between January and July 2021 at 6 primary and secondary level institutions in 4 different districts of Bangladesh. Primary data were collected through face-to-face surveys, electronic surveys, and one-to-one semi-structured interviews. Descriptive analysis and bivariate correlational analysis were carried out for quantitative data exploration. On the other hand, qualitative data were coded and analyzed thematically. Findings highlight that less familiarity with online teaching tools, lack of digital skills, unstable Internet connectivity, difficulties with time management, insufficient teaching materials, lack of satisfaction, heavy workload, and poor self-confidence were the key barriers to online teaching. However, in this study, a proper need-based teacher training program is found to be considerably effective in improving online teaching quality by increasing teachers’ technological skills, confidence, satisfaction, motivation, time management skill, and behavioral changes. The overall findings of this study are expected to assist the devolved authorities in implementing synchronized policies to improve online teaching quality.

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Teaching with Technology during COVID-19 Pandemic: An Interview Study with Teachers in Indonesia

Cited by 14 publications

References 57 publications

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Assessing the Digital Citizenship Self-efficacy of Pre-service Teachers

Perceived Impact of COVID-19 on Students’ Academic Performance in Colleges of Education in Ghana

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

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