challenges of online teaching
221516723
Bringing Physical Physics Classroom Online Challenges of Online Teaching in the New Normal.
The onset of the COVID 19 pandemic in 2020 has greatly impacted all forms of social activities globally, including traditional classroom activities across all levels of instruction (kindergarten to universities) While many countries have opted for suspension of lessons, this cannot continue indefinitely and alternative means to continue lessons must be developed. While online and blended learning (including MOOCs) have been an active subject of research and discourse during the pre pandemic days, onset of the pandemic has suddenly created an immediacy to such means of course delivery, better than any administrator or teaching committee could have done. This creates both a gap and tension in terms of successful and engaging content delivery, where traditional modes of synchronous content delivery is now forced to be brought online. Yet, the situation provides educators with an opportunity to explore the merits and weaknesses of online learning. Thus, this article seeks to outline the challenges and paradigm shifts involved in such synchronous online learning as a replacement for traditional classroom learning, following our experience at SUTD of conducting a full 13 week online physics course between May to August 2020. At the same time, we reflect on the merits brought about by the availability of such technologies that can potentially be translated to the physical physics classrooms.
Darrel Tan Jer-Ming Chen
225209261
Challenges in using ICT Gadgets to cope with effects of COVID 19 on Education: A short survey of online teaching Literature in English
Covid 19 pandemic has slowed down progress in many sectors of human life worldwide and education has considerably been affected from pre primary to tertiary levels. Coping with this pandemic resulted in the move to E leaning from face to face teaching whereby a number of challenges are impeding the intended learning outcomes. In this study, Introduction to Literature in English is focused with specific interest in undergraduate students. While they should be taught Literature to be equipped not only with ethical values, critical thinking and analytical skills but also communication skills in English; online teaching challenges them hence jeopardizing the intended goal due to a number of factors such as limited or lack of ICT skills and resources which makes online learning during the COVID 19 lockdowns not inclusive.
Gabriel Bazimaziki
218571600
The challenges and benefits of online teaching about diabetes during the COVID 19 pandemic
Diabetes Metabolic Syndrome: Clinical Research Reviews
Maria Candida Ribeiro Parisi Leticia Rodrigues Frutuoso Saulo Saad Nogueira Benevides Nadia Hellmeister Morali Barreira Juliany Lino Gomes Silva Monica Corso Pereira Dario Cecilio-Fernandes
221368814
Stay At Home Order and Challenges of Online Learning Mathematics during Covid 19 Case in Nigeria
Background: Stay at home order has led to temporal closure of all level of schools both regionally and locally in all countries which Nigeria is not excluded. For continuous teaching and learning during Covid 19 pandemic, some governments and private schools have introduced online learning to ensure that pupils have access to learning during the stay at home order. It is therefore necessary to examine challenges of online learning mathematics during the stay at home order amidst COVID 19 in Nigeria. Methods: The study made use of snowball and purposive sampling technique due to the nature of the respondents. The study found out that Nigerian senior secondary school students were still affected with electricity shortage as some of them encountered flat battery on their devices during their online learning. The findings again indicated that Nigerian senior secondary school students encountered insufficient data to access their online class, lack of understanding, difficulties in solving mathematics questions during online classes. Results: The findings equally indicated that Nigerian senior secondary school students were faced with the following challenges during their online learning of mathematics: teachers' online delivery method, difficulty in submitting their mathematics assignment online, teachers' inability to communicate with them during online mathematics classes. Conclusions and recommendations were made for all concerned stakeholders. Key Word: Stay at home, Online learning, COVID 19 pandemic Date of Submission: 12 08 2020 Date of Acceptance: 28 08 2020
Umaru Abdullahi Musa Sirajo Yakubu Saidu Umar Ibrahim Bello
225227900
The Challenges of Online Learning during the COVID 19 Pandemic: An Essay Analysis of Performing Arts Education Students
COVID 19 pandemic has changed the way of learning in higher education. Teaching, and learning activities that are usually carried out with face to face meetings have turned into virtual meetings in various online learning applications. This paper aims to analyze student essays in the form of perspectives or responses about the challenges of online learning during the COVID 19 pandemic. This paper collected fifteen students as samples in the Fundamentals of Education I course who were actively involved in online learning activities. Online learning provides various instructions led by the lecturer. Instructions can be synchronous (communication where participants interact in the same time space as video conferencing, zoom, google meet, and WebEx) or asynchronous (time separated communication such as e mail, google form, streaming video content, posting lecture notes and social media platforms) This study used a qualitative approach. The researcher then collecting, reading and highlights each student's response that is considered relevant for analysis. This paper has shown so many responses about the challenges experienced by the students while studying online, such as, positive and negative impact of online learning, economic conditions, anxiety during online learning, government should think and planned, the risk of user data security, face to face class to online learning, ability, finding effective online learning media and expectations.
Roy Martin Simamora
224776794
The challenges of the online teaching process a short review
This article presents the challenges of online education. Today, education is considered to be the condition for the survival and development of modern societies. In the field of information technology, the significance of education is proportional to the technological development of society.
2020 12th International Conference on Electronics, Computers and Artificial Intelligence (ECAI)
Mihai Oproescu Adriana Gabriela Plaiasu Ionela Niculescu Viorel Nicolae
224849442
Influence of Demotivators on Acceptance of Technology: Challenges of Expatriate School Teachers while Imparting Online Teaching
In the wake of the Covid 19 outbreak, academicians are resorting to technology enabled remote learning to impart education. The main objective of this study is to identify those factors that could potentially demotivate educators at primary and secondary levels of education during the remote teaching process. This study will also look at the impact of these demotivators on the perception of educators regarding the technology acceptance of E learning and attitude towards E learning. Data collected from 1174 school educators with respect to various challenges in E learning and their acceptance of technology as an alternative mode of teaching have been analyzed through correlation and regression analysis. This study identified major Extrinsic and Intrinsic Demotivators that affect the performance of school educators while imparting education through remote teaching. The results showed that Perceived Usefulness and Perceived Ease of Use played a mediating role in the relationship between Extrinsic Intrinsic Demotivators and the Attitude towards E learning. The outcome of this study is of greater relevance to the School Management Committees and the School Administration to appropriately strategize their plans to implement E learning as an alternative mode of education in schools. https:/doi.org/10.26803/ijlter.19.8.9
Gokuladas V K Baby Sam S K
225439991
Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID 19
The Coronavirus disease 2019 (COVID 19) pandemic in China has changed higher education dramatically, with a distinctive rise in online instruction. Here, we describe the major successes and challenges encountered during the full implementation of online chemistry instruction in higher education in China based on questionnaires answered by 56 teachers and 432 students in two universities. In addition to describing the impacts of online chemistry instruction on teachers, students, chemistry experiments, student assessments, and technology, our work seeks to provide insights into how teachers, students, and technologies rise to meet the challenges in this difficult time. Our survey indicates the common challenges for teachers and students that arise from no face to face interaction in online instruction. Apart from that, teachers have to be familiar with internet based technologies and online teaching tools, adjust their teaching plans and teaching methods, and quickly adapt to the new situation. Teachers also need to improve their teacher student interaction and maintain student interest and engagement during online teaching. To become a successful online learner, students need to be more proactive and self disciplined. In addition, an effective online teaching method for chemistry experiments has been proposed. While teachers and students still prefer classroom education, the vast majority of them are satisfied with the online chemistry course with significant support from technologies and online platforms.
Jie Huang
226548417
Learning from experience in the midst of covid 19: Benefits, challenges, and strategies in online teaching
The onset of the novel coronavirus (COVID 19) during the winter of 2020 presented challenges for education including transferring courses online, which gave experienced online lecturers an inherent advantage over their less tech savvy counterparts Online teaching poses challenges and affords opportunities for EFL instructors who rely on live communication for pronunciation and speech lessons To help newcomers overcome the steep learning curve associated with computer assisted language learning (CALL) this study maps expected benefits, challenges, and strategies of implementing an online EFL course among teachers with different levels of online teaching experience A group of 43 EFL university instructors teaching communication courses in South Korea completed a survey measuring benefits and challenges for teachers, benefits, and challenges for students, communication channels, and activity types Analysis of variance across no low and high experience groups revealed several findings Key differences between experience level included expected challenges for instructors and activity choice Those with online teaching experience perceived fewer obstacles and used a wider array of communication channels and activities when doing so All groups reported similar levels of expected benefits for instructors and teachers and challenges for students The most popular benefits, challenges and strategies, and differences between the no and high experience groups are discussed and recommendations for future teacher training are given (c) 2020, CALL EJ All rights reserved
A R Lee Daniel Bailey
221408406
Online teaching of project based learning courses issues, challenges and outcomes
This paper aims to share the experiences during online teaching of two different project based learning courses at Hamburg University of Technology (TUHH) during the COVID 19 (Corona) pandemic 2020. The success of project based learning courses relies on how freely and openly students can discuss their task oriented problems in small teams. The most effort intensive part of the online teaching of project based learning is to enhance collaboration among students. This paper highlights the challenges we faced, how we overcame some of these challenges, and our lessons learned. Additionally, the results from a student survey conducted during the semester show the students' feedback on online teaching.
Koojana Kuladinithi