Remote teaching & digital platform during pandemic Teacher education and teacher competence effects among teachers & principles in Malaysia
DOI:
https://doi.org/10.14738/assrj.85.10246Keywords:
Online learning; Remote teaching; Technological Challenges; Pedagogical Challenges; Social ChallengesAbstract
The purpose of this research is analyzing the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency among teachers and principals of Malaysian schools. This study explores the perceptions of school teachers of online learning in a program developed in Malaysian school called School from Home during the COVID-19 Pandemic. A qualitative research method was undertaken in two steps.
In the first step, a thematic analysis a qualitative method was used based on a two-step process. The first step consisted a Qualitative study which involved 4 school principals from Grade A and Grade B schools which is selected from four state which is Selangor, Johor, Kedah and Kelantan. In the second step (a Malaysian case study), The results from the interview discussion represented the basis for the second step, in which starting from the main issues that emerged from the online discussion among researches, professors and also Higher Education Offices from Ministry of Education and State Education Officers. The analysis reveals several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. (Chandler. D, 2017)
The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry) (Gordon, 2020) The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.
References
Alrefaie, Z., Hassanien, M., & Al-Hayani, A. (2020). Monitoring Online Learning During COVID-
Pandemic; Suggested Online Learning Portfolio (COVID-19 OLP). MedEdPublish, 9(1).
https://doi.org/10.15694/mep.2020.000110.1
Barber, W., King, S. and Buchanan, S., 2015. Problem Based Learning and Authentic
Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities. The
Electronic Journal of E-Learning , 13(2), pp. 59–64.
Bandura, A. (1997) Self : The Exercise of Control . New York: Freeman.
[Google Scholar].
Baker, J. P. , A. K.Goodboy, N. D.Bowman, and A. A.Wright . (2018). “Does Teaching
with PowerPoint Increase Students’ Learning? A Meta-analysis.” Computers &
Education 126: 376–387. doi:10.1016/j.compedu.2018.08.003.
[Crossref], [Web of Science ®], [Google Scholar]
Chandler, D. (2017) Resilience – The governance of complexity, London: Routledge
Chiero, R., Beare, (2015). Evaluating the effectiveness of e-learning in teacher preparation.
Educational Media International, 52(3), pp. 188–200.
https://doi.org/10.1080/09523987.2015.1075101
Creighton, T. (2003). The Principal as Technology Leader. California: Corwin Press, Inc.
Creswell, J. W. (2003). Research Designs: Qualitative, Quantitative and Mixed Method Approaches (2nd ed.). California: Sage Publication Inc.
Cooper, D. R., & Schindler, P. S. (1998). Business Research Methods. Singapore:
Mc Graw-Hill.
Davis, N., Preston, C., (2009). ICT teacher training: Evidence for multilevel evaluation from a
national initiative. British Journal Educational Technology, 40(1), 135–148.
Donnelly, D. F. and Hume, A., 2014. Using collaborative technology to enhance pre-service
teachers’ pedagogical content knowledge in Science. Research in Science &
Technological Education, 33(1), pp.87.https://doi.org/10.1080/02635143.2014.977782
Eder, R.B. The remoteness of remote learning. J. Interdiscip. Stud. Educ. (2020), 9, 168–171.
Fletcher, T., and Bullock, S. M., (2015). Reframing pedagogy while teaching about teaching
online: A collaborative self-study.Professional Development in Education, 41(4), pp.
-706.
Gordon, A.L. (2020) Creative approaches to nurturing resilience of trainee teachers,
Impact Journal of The Chartered College of Teaching, Issue 9.
Heinerichs, S. (2016).Using Flipped Classroom Components in Blended Courses to Maximize
Student Learning, 11(1), pp. 54–57. https://doi.org/10.4085/110154.
Huber, S. G. & Helm, C. (2020). Lernen in Zeiten der Corona-Pandemie. Die Rolle familiärer
Merkmale für das Lernen von Schüler*innen: Befunde vom Schul-Barometer in
Deutschland, Österreich und der Schweiz. [Learning in Times of the Corona Pandemic.
The Role of Family Features for the Learning of Students.
Hunter, L., & St Pierre, L. (2016). Online Learning: Report to the Legislature. Washington Office
of Superintendent of Public Instruction.
Jinkins D. (2001). Impact of the implementation of the teaching-learning cycle on teacher decision-
making and emergent readers. Reading Psychology, 22(4), pp. 267-288.
Lemay, D. J., & Doleck, T. (2020). Online Learning Communities in the COVID-19 Pandemic:
Social Learning Network Analysis of Twitter during the Shutdown. International
Journal of Learning Analytics and Artificial Intelligence for Education (IJAI), 2(1), 85.
https://doi.org/10.3991/ijai.v2i1.15427.
Little J.W. (2002). Professional community and the problem of high school reform. International
Journal of Educational Research, 37(8), pp. 693-714.
Lipowsky F. (2015) Unterricht [Instruction]. In E. Wild & J. Möller (Eds.), Pädagogische
Psychologie (2nd ed., pp. 69-105). Heidelberg: Springer.
Minichiello (1991). In-depth Interviewing; Researching People. Cheshire, Melbourne: Longman.
Ministry of Higher Education (2010). Tenth Malaysia Plan: 2010–2015, Putrajaya: Ministry of Higher Education (MOHE).
Selwyn, N. (2012). Education in a Digital World: Global Perspectives on Technology
and Education . New York, London: Routledge. [Crossref], [Google Scholar]
Stiftung, B. , ed. (2018). Lehramtsstudium in Der Digitalen Welt: Professionelle
Vorbereitung Auf Den Unterricht Mit Digitalen Medien?! [Teacher Education Studies
in a Digital World: Professional Preparation for Teaching with Digital Media?!] .
Gütersloh: Bertelsmann. [Google Scholar]
Samath, F. (2010). Education Reforms Herald Digital Learning, Radical Changes. Retrieved
October 10, 2010, from http://ipsnews.net/news.asp?idnews=51995
Tarman, B. (2020). Editorial: Reflecting in the shade of pandemic. Research in Social Sciences
and Technology, 5(2), i-iv. https://doi.org/10.46303/ressat.05.02.ed
UNESCO. COVID-19 Educational Disruption and Response (2020) Available online:
https://en.unesco.org/covid19 (accessed on 30 July 2020).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 SHANTI RAMANLINGAM
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
