Exploring teachers' challenges of online learning in Covid 19 at rural schools in (original) (raw)
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Exploring teachers' challenges of online learning in Covid 19 at rural schools
Using the Desktop research to analyze data and to generated a hypothesis, this research examines the issues learners from rural areas in South Africa experience in the circumstances of the pandemic, A new way of living and learning poses unprecedented problems for rural students. With the latter being characterized by the primary usage of internet. As employed participatory action research to gather data. For rural learners in South Africa, What are their educational challenges, and how may online learning will be improved in the context of COVID-19 because of limited access to high-speed internet? According to the study's' findings, In South Africa, people are relying heavily on strong internet connections as there is no end in sight of the current pandemic is impacting rural students more than those who live in cities.
Randwick International of Education and Linguistics Science (RIELS) Journal, 2020
This study addresses the educational challenges faced by students in rural multi-grade classes in the context of the global epidemic of Covid 19. Rural students in this course face unprecedented challenges in trying to adapt to a new way of life and learning. This study was conducted with the aim of creating a better future for these students and in line with critical research of the current situation. In order to collect data, participatory action research method was used. A total of 12 students from elementary multi-grade classes (fourth, fifth and sixth grades) and 6 teachers participated in this study. This study answers two key questions: What are the learning challenges for rural learners during Covid 19? How can their teaching and learning be enhanced? The results showed that while our education decision-making system promoted online learning as the only alternative at the time, many rural students were deprived of teaching and learning. This is due to reasons such as lack of hardware resources for Internet connection, lack of Internet network coverage in many villages, poor learning management system, economic poverty, heavy financial cost of Internet use, weakness or lack of necessary technological knowledge in some Rural teachers, the lack of Internet cafes in rural areas, the lack of fixed ADSL Internet in rural areas, has not been able to meet the educational needs of rural students.
E-LEARNING IN SCHOOLS DURING COVID-19 PANDEMIC IN RURAL AREAS
Online learning or e-learning has become an integral part of education due to covid-19 pandemic. But India's decision of shifting education to online mode is questionable taking into consideration the technological and manpower preparedness of the nation in rural areas. The present paper is designed to study the effectiveness and challenges of e-learning in rural areas during the covid-19 pandemic. Descriptive survey method is adopted for the study. Self-designed questionnaire is used for collection of data. The study is conducted on 50 government high schools of Baksa district of the state of Assam in India. The findings of the study reveal that e-learning is a huge challenge for rural schools with lack of e-learning resources, skilled ICT teachers, and so on.
COVID-19 induced online learning: the Zimbabwean experience
African Journal of Social Work, 2021
Corona virus disease 2019 (COVID-19) brought a lot of social, economic and political tensions worldwide, Zimbabwe included. All sectors of the social services were affected by the pandemic, the education sector also received its own fair share of challenges, as learners and educator's learning process, was affected by the pandemic. The COVID-19 induced online learning paper sought to bring out the experiences of learners and educators during the COVID-19 periods, laying out how the learning process took place, the challenges experienced, and the lessons learnt. In trying to answer the above stated problem the following objectives were used; to explore the experiences of learners and educators while conducting online lessons; to assess the challenges faced by both learners and educators when making use of technology. The study made use of a desk review and electronic media to collect data. The research found out that learners and educators in most government institutions could not make use of online learning after the closure of schools complying with the national lockdown period. Learners and educators in non-government institutions conducted online lessons but faced a myriad of challenges as the country was not well prepared for online learning. The study therefore recommends universal access to internet and for the government to partner with internet service providers so that it becomes accessible and affordable to the majority of the populace.
South African Secondary School Discussions on Digital Learning and Pandemic Preparedness
International Journal of Higher Education
The outbreak of the COVID-19 pandemic in 2020 revolutionised the education sector across the world and forced schools to embrace online learning. Schools had to scramble for alternatives to face-to-face learning to curb the spread of COVID-19 while ensuring that learning was not disrupted. With the second wave of the COVID-19 pandemic cropping up at the beginning of the 2021 academic year and a growing number of teachers contracting the virus, schools were forced to close temporarily or adjust learning models to continue with remote teaching and learning. This required schools to deal with the challenges of infrastructure and a shortage of teachers, as well as provide learners with access to technology and reliable internet connections that would allow them to study remotely and prepare teachers for online pedagogies. To this end, this study explored secondary teachers’ experiences with the transition to remote learning during the COVID-19 pandemic lockdown and their readiness to em...
2021
Pandemic Covid-19 has disrupted the conventional learning process. So a solution is needed to answer these problems. Online learning is an alternative that can solve this problem. This study aims to analyze the online learning process, supporting factors, and inhibiting factors for the implementation of online learning. This research was conducted at Bina Insani Islamic Junior High School. This research uses descriptive qualitative research methods. The subjects used in this study were junior high school teachers at Bina Insani Islamic Junior High School. Data collection techniques in the form of semi-structured interviews and documentation. The result of this research is COVID-19 pandemic has a huge impact on the learning process; learning usually carried out directly is now being transferred to online learning. Online learning for junior high school-aged children is less effective. There are several factors supporting teachers in the online learning process, namely the availability of mobile phones. The inhibiting factors include not all students have cell phones and the unstable internet connection.
Premise, 2022
This research investigates the rural teachers' voices related to implementing online learning during covid-19. Due to understanding the schools' readiness in remote areas, it is essential to carry out English learning activities in emergencies. The subject of this research was 6 English teachers from two schools. Three were from SMAN 1 Ruteng-Anam, and three other teachers from SMAN 1 Lelak Manggarai regency, Nusa Tenggara-Timur. This research is categorized as qualitative research. The data were explained descriptively. In collecting the data, a questionnaire and interview were used. The questionnaire consisted of 3 main questions involved. They covered the teachers' enthusiasm for Teaching English Using Technology, the Implementation of Online Learning During the COVID-19 Epidemic, and the obstacles that English teachers faced during the pandemic. The teachers' additional information was gathered in the interview section. The data were analyzed and explained descriptively based on the result of the questionnaires and interviews. The result of the research showed that teachers at SMAN 1 Ruteng Anam and SMAN 1 Lelak during the pandemic still adapted to the situation. The limitations of PJEE Jelimun et al.
International Journal of Innovative Technologies in Social Science, 2023
The advent of the COVID-19 pandemic on a global scale has had a significant impact on all aspects of human activities. The integration of digital technologies has led to a substantial transformation of the worldwide education system. The primary objective of this investigation was to examine the transition from traditional face-to-face instruction to virtual instruction in South African institutions of higher learning amidst the COVID-19 pandemic. The research utilised content analysis to conduct a scoping review of existing literature pertaining to the COVID-19 pandemic. The research investigated the effects of the COVID-19 pandemic on tertiary education establishments in the Republic of South Africa. The study reviewed journal articles and book chapters focused on the shift from conventional classroom learning to online learning in South Africa's Higher Education to answer two research questions raised in the study. To ensure an in-depth search, the researcher searched 67 journals articles and identified 58 reports/studies satisfying the inclusion criteria. The findings of the analysis of these studies highlighted that the educational establishments were not adequately equipped for the abrupt shift from traditional face-to-face instruction to remote digital learning. Despite the expeditious efforts made by numerous institutions of higher education to incorporate online learning into their curricula, several obstacles were encountered during this technological shift towards the perpetuation of educational instruction. Consequently, it is recommended that institutions provide sufficient learning technologies, consistent internet data subscriptions for students, and technical support for lecturers to improve the effectiveness of online learning. On the other hand, the research has demonstrated that educational establishments have undergone a significant transformation from traditional in-person instructional settings to virtual learning environments.
Online Teaching and Learning at Primary School During COVID-19 Pandemic
International Journal of Asian Education, 2022
This study intends to explore Indonesian primary school teachers' and parents' perceptions of online learning and teaching in the COVID-19 pandemic situations. Particularly, this study intends to identify the significant challenges encountered by the Indonesian teachers and students' parents during the sudden shift of teaching and learning. Semi-structured interviews with a series of open-ended questions were used to collect information. Eleven teachers and students' parents from public high schools in Gorontalo province participated in this study. The results indicate that lack of technological devices and the cost of internet data connections are among the problems faced by teachers and parents. Ultimately, several recommendations were suggested for better action and successful implementation of online learning, particularly in underdeveloped areas in the eastern part of Indonesia.
Online Learning During Pandemic COVID-19: An Insight from a Rural Area
International Journal of Education, Psychology and Counseling
The pandemic COVID-19 has transformed traditional face-to-face learning into online learning. Implementation of online education is vital to stop the spread of the virus. Nevertheless, despite the advantages offered by online learning, it also presents challenges to students living in rural areas. The present study aims to explore the insight of online learning among rural students. Therefore, this study explores qualitative insight to obtain in-depth knowledge of online learning in rural areas. This study conducted an online survey with 21 students in rural areas. The qualitative content analysis produced four relevant themes of online learning: easy-to-find information, internet disruption, lack of focus, and difficult understanding. This study contributes to online learning literature in a rural area context.