The Challenges of Online Learning for Teachers during Pandemic

Abstract

Until now, we are still haunted by what is called the Corona Virus or COVID-19. Due to the pandemic, the way of education has changed to online education since 2020. Education is an important component of the quality of a nation's improvement; however, recent research has shown that education system has to face challenges in online learning which is still inefficient. But, there are problems in teaching and students' learning habits through online learning. This study is aimed to investigate the online learning challenges experienced by teachers during this pandemic. Teacher's feedback and statements were collected using semistructured interviews. Overall, teachers concurred that the online learning is not as effective as conventional learning activities (face to face), because the unexpected educational transformation still cannot adapt to the teaching and learning habit. Moreover, some courses must be explained directly and more fully, so that all students can understand and recall the lesson later.

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

“…ERT was thus rated lower than traditional lectures in relation to students' engagement in class activities [2]. Students who study at home report less positive university experiences; lower levels of engagement in academic studies, student social life, and extracurricular activities; and fewer opportunities to develop social and cultural capital and learning through informal interaction [17,16].…”

“…The student body is, generally, diverse [16] in all institutional types. Students possess different attributes such as learning styles [2], attitudes, perspectives, values, and goals [16]. In addition, students' personal, religious, and cultural values underpin their behaviors.…”

“…Students' home conditions were completely different [19,16]. Many students could not access the internet [2] when they were at home because of unavailability of network connection [20] and electricity [2], and sometimes unaffordability of data [19] after what was offered by the university was depleted. The findings suggest that the early depletion of data could be attributed to computer illiteracy of the student and inefficient pedagogical approach of the lecturer.…”

“…Restrictions on gathering and travelling prevented physical collaboration between students, lecturers, and research and conference attendance. This resulted in students and lecturers feeling alienated and suffered from mental health issues such as depression and anxiety arising from increased stress [2], workloads, and isolation [20]. Ultimately lecturers took sick leave and students ran the risk of dropping out [2].…”

“…Subsequently, students' access to learning resources and academic support was limited during the transition to ERT at RBUs. Furthermore, some lecturers teaching at RBUs lacked the technological [2] and pedagogical expertise required to teach online and/or in blended learning environments [3]. Although ERT was deemed to be the most viable pedagogical solution during the time of the pandemic, its implementation was unplanned and may not have been appropriate for RBUs.…”