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Advances in Social Sciences Research Journal – Vol. 8, No. 5
Publication Date: May 25, 2021
DOI:10.14738/assrj.85.10246.
Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusof, A. B. M., & Noor, M. Y. B. A. (2021).
Remote teaching & digital platform during pandemic: Teacher education and teacher competence effects among teachers &
principles in Malaysia. Advances in Social Sciences Research Journal, 8(5). 457-472.
Services for Science and Education – United Kingdom
Remote teaching & digital platform during pandemic: Teacher
education and teacher competence effects among teachers &
principles in Malaysia
Shanti Ramalingam
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Wan Mohd Farid Bin Wan Yusof
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Aziyah Binti Mohd Yusof
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Zubaidah Binti Salamat
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Mohd Afendi Bin Zulkifeli
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Ashikin Binti Mohd Yusof
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
Mohd Yusof Bin Ahmad Noor
Department of e-Learning, National Institute of Educational Management
& Leadership Genting Highlands, Malaysia
ABSTRACT
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
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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.
Keywords: Online learning; Remote teaching; Technological Challenges; Pedagogical
Challenges; Social Challenges.
INTRODUCTION
The world today is experiencing a wave of change in the information technology vortex. The
COVID-19 pandemic took the world by surprise. Globally, everything has stopped. Projects have
been delayed, workplaces closed and schools shut down. The world seems to have ground to a
halt because of the novel coronavirus UNESCO (2020).
This crisis has forced education systems worldwide to find alternatives to face-to-face
instruction. As a result, online teaching and learning have been used by teachers and students
on an unprecedented scale.
Since lockdowns – either massive or localized - may be needed again in the future to respond
to new waves of the infection until a vaccine becomes available, it is of utmost importance for
governments to identify which policies can maximize the effectiveness of online learning.
However, students continue their education through online learning and via video calls with
their teachers, in our country. The model is currently the best alternative as keeping schools
open poses a safety risk for students. Globally, many countries have adopted this approach.
Eder, R.B. (2020).
With online classes running seamlessly during lockdown restrictions, can school principals
afford to sit back and relax? Are there any felt or expressed concerns regarding the effectiveness
of online classes? Selwyn, N. (2012) How will the school heads address the challenges of the
quality and effectiveness of online learning? Do they need to create new protocols of online
curriculum transaction and monitor teachers’ performances?
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Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusop, A. B. M., & Noor, M. Y. B. A. (2021). Remote teaching
& digital platform during pandemic: Teacher education and teacher competence effects among teachers & principles in Malaysia. Advances in
Social Sciences Research Journal, 8(5). 457-472.
URL: http://dx.doi.org/10.14738/assrj.85.10246
Covid-19 struck us without a warning and left head of all educational institutions scrambling to
respond to its exigencies. It has also created a need to creatively deal with such unforeseen and
once-in-a-century catastrophic events that are being predicted as the ‘new normal’. School
principals deserve nothing less than a pat on their backs for a swift response to the pandemic
amid the lockdown restrictions. Their alacrity has resulted in a spate of online classes for
learners of every level ranging from scholastic subjects, co-scholastic areas such as fine and
performing arts to mental wellness and physical fitness. However, it would be overly simplistic
to sit back and relax assuming the job to be well done.
Statement of research problem
The COVID-19 pandemic situation has posed unprecedented challenges requiring teachers to
adapt to teaching online. Until March 2020, the typical teaching situation at school was
characterized by students who convened in classrooms according to their timetables and
teachers who covered their subjects’ standard content, frequently through formal learning
process. Students were required to listen to their teachers, work individually or in groups, and
predominantly reproduce knowledge in assessments (Lipowsky 2015).
During the school closures, existing inequalities connected to different socioeconomic
situations have increased mainly due to the following reasons: (i) lack of resources, including
access to educational technologies and the Internet; and (ii) lack of physical spaces to carry out
home-based learning among families from poorer backgrounds, who lack the basic skills to
support their children, especially regarding secondary education. Baker, J. P., A. K.Goodboy, N.
D.Bowman, & A. A.Wright (2018).
There is some evidence that school closures can produce significant losses in educational
achievement, in particular for disadvantaged students There are serious challenges to quality
and effectiveness in online learning which largely remain unaddressed due to overflowing self- congratulatory and feel-good sentiments. Will the school leaders be willing to think out of their
box to recognize, understand, and address these critical issues? During the SFH implementation
period (March to early June 2020), stakeholders faced many obstacles, especially schools that
suddenly had to apply SFH. The application of SFH has presented challenges in implementing
online learning systems, especially in the use of facilities
In many countries, these factors have resulted in a large gap in how children have been learning
during this emergency period. In developing countries like Netherland, in which the majority
of students do not have access to the Internet and adequate learning environments, such
discrepancies are even more apparent. Similar challenges have also been faced also in Malaysia.
To overcome these difficulties, expertise suggests that institutions and schools should provide
more adequate e-learning platforms to increase access to the Internet and develop an
interactive learning approach. Moreover, it is necessary to provide workshops or training for
teachers and students to improve their technological and pedagogical competencies in online
learning. The question of inclusion is central when we consider emergency remote teaching.
Inclusion may have different characteristics across countries.
The school lockdown confronted teachers, students, and parents with an entirely new situation
(Huber and Helm 2020). Continued teaching and learning were only possible through
alternative means of schooling. Teachers had to change to online teaching, requiring them to
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use various digital tools and resources to solve problems and implement new approaches to
teaching and learning (Little J.W, 2020). Beyond instructional goals, teachers were also
required to maintain contact with their students to account for the social integration of their
learning groups.
Need and Significance of the study
The scenario of the classroom is changing. There is a technological gap between the progress of
the society and instructional activities of the teacher in the classroom.
In Malaysia, as one of developing countries there are often the test bed for exploring the
possibilities and unique platform for experiencing the purpose technology from different
countries. In this advance digital revolution era of mobile technologies, the transformation
hierarchy model of teaching and learning model confronts two major issues; the first is the
problem of having managed learning through intermittent connection, meaning responsibility
for their own learning and benefits from having system track and manage learning. The second
issue is cross platform solutions; say that all learners have access to all materials independent
of particular system preferences.
With these issue and challenges there’s a templates and tools that populate learning object
models will become prevalent and address device independent learning that the major e- learning vendors will come up with proprietary solutions to e-learning, largely helper
applications that manage what you have done while offline. Eventually a consortium or an
independent group will develop an open solution that will drive adoption. In longer term, this
will happen as cost drops, product power improves and design takes into account a wider range
of learning styles and lifestyle needs as a true mobile learning
LITERATURE REVIEW
The spread of COVID-19 has forced millions of students and teachers to move their
communication online. The schools are closed until further notice and we have to adapt to a
new lifestyle. Teachers and administrators are working hard during lockdown trying to keep
students on track, shifting to online learning within the shortest time (Stiftung, B.ed. 2018).
Although technology evolution now allows many things, we haven’t believed possible, the shift
to e-learning doesn’t go as smoothly as we want it to be. Facing the pitfalls of digital learning
may be discouraging and frustrating both for teachers and students.
Ministries of education in different countries have recommended or made it mandatory to
implement online learning at all school levels in various countries. This decision has also been
supported by UNESCO, which has declared that online learning can help stop the spread of the
virus by avoiding direct interactions between people. UNESCO has additionally provided a list
of free educational platforms and resources that can be used for online learning according to
the needs of each educational institution, providing social care and interaction during school
closures.
Many schools and universities are already projecting their upcoming learning year in a stay-at- home fashion. This necessary move shifts what is considered essential for learning. No longer
are books, pens, and backpacks in the necessity list, but a computer, cell phone, or tablet, and
an internet connection.
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Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusop, A. B. M., & Noor, M. Y. B. A. (2021). Remote teaching
& digital platform during pandemic: Teacher education and teacher competence effects among teachers & principles in Malaysia. Advances in
Social Sciences Research Journal, 8(5). 457-472.
URL: http://dx.doi.org/10.14738/assrj.85.10246
Online Learning
There have been many discussions about online learning. Online learning programs are truly
ubiquitous, and for this reason they offer attractive solutions to educating large numbers of
geographically diverse populations. They allow standardized educational content to be easily
distributed and updated. Learners gain control over the time and place of learning, while
programs provide automated real-time feedback for teachers and learners. Moreover, rather
than move away from teacher- centered pedagogy, educators enhance and extend existing
curriculums with e-learning opportunities .Today’s students are “do-it-yourself” learners
(Jinkins.D, 2001).
Today’s students are “do-it-yourself” learners (Nussbaum-Beach & Hall, 2012). According
to a study, students who were born after 1980 are comfortable with innovations & the way that
they learn is trial and errand situated. The main characteristic of these students is that they
prefer to get information quickly and use multi-modal or multiple communication ways
to e-communicate with tutors and friends and to access information (Oblinger & Oblinger,
2005).
Today’s students are “do-it-yourself” learners (Nussbaum-Beach & Hall, 2012). According
to a study, students who were born after 1980 are comfortable with innovations and the way
that they learn is trial and errand situated. There are a multitude of projects that have
been created and submitted by various institutions, local authorities and individuals towards
learning online. The education system in primary schools also shows a trend and a clear
perspective towards online learning in schools. In this case, the teachers and students need to
get more familiar with some technologies and start using smart phones and tablets for their
teaching and learning in the school (Barber, W., King, S. & Buchanan, S., 2015).
Although only a few studies focused primarily on the social presence in online teaching and
learning the vast majority of the papers examined included issues related to this presence and
highlighted its centrality when it comes to teaching and learning effectiveness. ( Donnelly, D. F.
& Hume, A., 2014).
The ability of learners and teachers to interact, collaborate and build relationships with other
members was a source of satisfaction for students and greatly influenced the cohesion of
learning communities the co-construction of knowledge among participants (Tarman, B, 2020).
The impact of online teaching and learning practices Only found scarce interactions and
difficulties in building relationships with classmates to have little impact on teachers’ learning
and focused on course content to compensate for these social limitations (Lemay, D. J., & Doleck,
T,(2020). Out of the social affordances of online tools, collaboration was seen as a key (Hunter,
L.,& St Pierre, L. 2016) and an effective approach to social presence included consistent
participation, prompt communication, regular group discussion, timely and relevant
contributions and commitment to the task.
The process for selecting the literature included in the current review started with a search in
the databases Web of Science (main collection) and Education Resources Information Centre
(ERIC). Publications whose title contained the term ‘online learning’ (or the terms ‘digital
learning’ or ‘e-learning’ or ‘web-based learning’ or ‘remote learning’ or ‘distance learning’ or
‘virtual learning’) and which responded to the descriptors/topics ‘teacher education’ or
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‘teacher training’ or ‘teacher preparation’ were sought. Although the concepts of online, e- learning, virtual, digital, web-based, remote or distance learning are rather different, they were
considered relevant for the purpose of this study of examining any kind of practice in which the
teaching and learning process is mediated by the use of technology in a remote scenario.
The technological challenges and Teacher’s Adaptation Process
The lack of prior adoption of technology in the classroom has resulted in a difficult adoption of
it during the pandemic. Teachers and professors accustomed to in person, chalk-and-board
teaching are now facing a screen, a webcam, and a challenge: to adapt their past methods to
new platforms.
The issue at hand is developed in three levels. First, the adoption and usage of technology by
teachers; secondly, the adaption of class material to either a remote learning cloud platform or
a format for a Zoom call; and thirdly, how to regulate and maintain the interactions and
feedback loops necessary to engage students (Alrefaie, Z., Hassanien, M., & Al-Hayani, A. 2020).
The problem’s roots are varied. On one hand, some institutions can’t access these technologies
due to lack of budget, and in other cases such as in the United Kingdom, the use of digital
technologies in the classroom hasn’t been properly considered and promoted by the
government as the future of teaching.
Pedagogical challenges
There is not only innovation linked to technological aspects but also the emergence of new
pedagogical aspects. Online learning implies revising the approaches used in face-to-face
lessons.
Changes in society, student expectations, and technology were already motivating university
and college faculty and instructors to rethink pedagogy and teaching methods before the
pandemic. (Bandura, A. 1997).
Apart that increased emphasis on applying knowledge to meet the demands of 21st century
society, using skills such as critical thinking, independent learning, the use of relevant
information technology, software, and data within a discipline, and entrepreneurialism. The
development of such skills requires active learning in rich and complex environments, with
plenty of opportunities to develop, apply, assess and practice such skills.
Not every student in a class learns a subject in the same way and similar is the case with the
way you evaluate them. Teachers would be eager to come up with creative ways of assessing
their students and these approaches may be initiated after studying their learning styles.
However, if the management insists on standardized testing methods, it will be a tough job for
teachers. This forces them to shift their approach of teaching and limits the scope of creative
ideas to uplift the progress of the students.
Social challenges
When we are teaching in a remote learning setting, we’ll see students facing a variety of
struggles. Some of these are specific to remote learning, such as not feeling connected with the
teacher or not knowing how to handle the level of independent work. However, there are also
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Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusop, A. B. M., & Noor, M. Y. B. A. (2021). Remote teaching
& digital platform during pandemic: Teacher education and teacher competence effects among teachers & principles in Malaysia. Advances in
Social Sciences Research Journal, 8(5). 457-472.
URL: http://dx.doi.org/10.14738/assrj.85.10246
issues students wrestle with that may be true in the traditional classroom, but they are
magnified during online learning (Chiero, R., Beare, 2015).
From one moment to another, they went from going to school where they shared a class
schedule with related spaces for all their different classes (for example, art classes, physical
education, playing sports on the fields at school, participating in class with their teachers, and
sharing their rest time with their classmates) to being in front of a computer and trying to
advance their education without receiving any type of training for this activity. Social-emotional
relationships are very important, even if it is only within families. If we do not interact with
other people, we feel that we are sick or that we lack a part of the body (Fletcher, T., & Bullock,
S. M., 2015).
On the other hand, from teacher’s opinion they have no problem with supporting their
children’s learning process because they know the teaching methodologies, strategies, and
techniques that they use daily. But this topic surprised us all and I must honestly say that all
teachers are also learning about different technological tools to try to find a quality education
in the midst of the current challenge where children are at a distance. For example, we have to
learn on the go how to use applications to record and edit videos and learn to manage programs
to be able to give virtual classes (Heinerichs, S. 2016). We have to learn how to use programs
such as Zoom, Google Hangouts, conduct video calls via WhatsApp, among other applications
and technological tools which were not previously known to all teachers or to parents, whether
Latino or not, which is a huge challenge for today’s education because, in a surprising way,
technology became the backbone for continuing with all educational processes in the world.
Teacher’s also help them solve basic internet connection problems or manage programs to
connect to virtual classes because not everyone has the same knowledge and skills for
managing ICT, and they have not been trained to support the teaching of their children in this
way.
On the other hand, it is evident that all families do not have the technological materials or
equipment, which is a bit difficult because in many occasions the only way for the virtual classes
to function is that all the parties involved, the families and the teacher, must learn to be able to
teach – from the handling of technological applications to a teaching technique or strategy. For
this, the teacher must have a lot of patience, which allows teaching the adult so that he can help
the teaching process of his child.
As for conclusion continuing advances in digital technologies, social media, and mobile devices
such as smartphones and tablets, give the end user, the student, much more control over access
to and the creation and sharing of knowledge. This empowers students, and faculty and
instructors are finding ways to leverage this enhanced student control to increase their
motivation and engagement. More recently, developments in artificial intelligence for teaching
and learning, virtual and augmented reality and simulations and serious games have further
emphasized the importance of technology enabled learning.
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Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusop, A. B. M., & Noor, M. Y. B. A. (2021). Remote teaching
& digital platform during pandemic: Teacher education and teacher competence effects among teachers & principles in Malaysia. Advances in
Social Sciences Research Journal, 8(5). 457-472.
URL: http://dx.doi.org/10.14738/assrj.85.10246
Figure :1 Pattern of challenges that indicated by color bar
DISCUSSION
Referring to Table 1, social challenges show a high rate of 75% and three respondents support
that social challenges represent a good opportunity to acquire practices that promote
independence and responsibility from the students’ side. However, one of the main limitations
is the loss of human interaction between teachers and students as well as among students, while
only one respondent is less supportive of this factor. This is supported by the following
statement:
Human interaction is fundamental, especially for young students (secondary,
primary schools) that need to learn. Only good professors/teachers can do it. We
need face-to-face interactions, we need to feel emotions, and that cannot be given
by a 100% remote experience. (N1)
Although the use of ICT “gadgets” is like “an extended arm” for students around the
world who feel comfortable with them, there is no substitute for proper teacher- student interaction. (N3)
Comparing face-to-face learning with online learning brings forth significant
deficiencies in the online mode such as lack of human connect, absence of
opportunities of collaborative learning, teacher supervision and the most glaring
being lack of opportunities for hands-on learning in complex subjects such as
science and mathematics. Besides, amid the rush of hosting online classes the best
teaching practices such as addressing learners Multiples Intelligences (MI) (N2)
This rather psychological factor is still highly affecting students’ motivation and learning
progress. Being in the classroom, students got used to instant eye-to-eye communication with
each other allowing reacting together, sharing the experience, joking, & making a non-verbal
contact, strengthening the social skills. For many students, a classroom has been a kind of
N4
N3
N2
N1
Technological
Pedagogical
Social
No Yes
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sanctuary, which is now taken away. It’s not a surprise most of them feel isolated, scared by the
pandemic, parents’ job loss, friends’ disconnection.
From my opinion education is not only about gaining knowledge, it’s also about the
interaction between students and teachers. In today’s world, teacher responsibility
is not only to provide e-learning but support the students, stay connected, and keep
the integrity within the classroom as well. (N3)
For the pedagogical challenges’ aspect, interviews show an all the respondents shows
disappointment about pedagogical challenges in online learning.
There is not only innovation linked to technological aspects but also the emergence of new
pedagogical aspects. Online learning implies revising the approaches used in face-to-face
lessons. Experiences of social distancing during the pandemic have enabled us to understand
that:
Pedagogical patterns must be different in virtual classrooms. In the virtual
classroom, the educator is more like a moderator and consultant, and lessons
cannot be arranged as in a physical classroom. Therefore, learning, especially
guidance and feedback, should be given in a different way. (N3)
Using tools like Mentimeter or Google Docs, or even chart paper and whiteboards
(bonus if students must move in order to join the conversation), make it routine for
students to engage nonverbally with the material and their classmates. Ask
students to respond to others’ ideas during or after discussion, synthesize lesson
concepts after direct instruction, or echo important moments or beautiful language
from their reading. (N2)
If more students want to contribute to discussion than time allows, use the chat
space as a parking lot to capture ideas you’ll return to later. (N2)
It is difficult to assess cognitive aspects because of the intervention of parents to
provide answers to their children, so the assessment is not fair enough to describe
the understanding of students. (N1)
Moreover, due to the lack of proper digital devices, some students were forced to use a
smartphone to watch lessons without optimized digital content. Although mobile learning
offers the possibility of ubiquitous computing, there are many technological limitations related
to the inferior functionality involved compared to desktop computers. It is also necessary to
deal with the issue of optimizing the learning of digital content for mobile devices. Optimizing
content allows reducing the time spent using smartphones, which represents a critical issue for
students’ levels of attention and concentration.
In this case, IT infrastructure is playing a fundamental role. I am not talking about
the lack of proper digital devices. You cannot ask a boy or girl to spend six to eight
hours a day watching lessons on a smartphone. This is mainly also due to the lack
of optimized digital content. I think the opportunity, in the medium to long term, is
that we understand how to be connected, what to say, what to ask students. (N2)
During the online lectures, it’s hard to keep students engaged without a teacher’s physical
presence and face-to-face contact. Moreover, a key concern is connected to science labs,
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Ramalingam, S., Yusof, W. M. F. B. W., Yusof, A. B. M., Salamat, Z. B., Zulkifeli, M. A. B., Yusop, A. B. M., & Noor, M. Y. B. A. (2021). Remote teaching
& digital platform during pandemic: Teacher education and teacher competence effects among teachers & principles in Malaysia. Advances in
Social Sciences Research Journal, 8(5). 457-472.
URL: http://dx.doi.org/10.14738/assrj.85.10246
impossible to put into practice without in-person instructions and courses relying mostly on
hands-on work.
Hard to engage students during the online lessons through Power Point
presentations, short videos, quizzes, on-the-go recordings and bite-size learning. To
ensuring constant contact: tracking the progress and giving feedback is another
step to keeping each student engaged. (N4)
However, for the technological challenges’ aspect, there are two respondents is less supportive
and another two respondents agree with this aspect.
Millions of people around the world are experiencing technical difficulties because of the high
usage rate of online learning systems, video streaming software, & other digital tools. The
platforms are overloaded: poor quality video and audio, internet problems. Internet connection
is either unstable or the current data plan is not enough to cover the progressive e-learning
needs. Students in both urban and rural areas are struggling with the “homework gap”.
Teachers are trying to manage the bad internet connection during the online lessons
Not every student & teacher has a personal gadget to use for online learning. Many
of them are supposed to share the laptops and computers with their parents,
sisters/ brothers to stay on track.
Another problem everyone’s faced is a computer crash that usually happens at the
most unexpected moment. (N2)
In other way it is hard for teachers, students, and parents to start using a learning management
system or any other digital tool out of nowhere without additional training. They could be
overwhelmed by the amount of data they deal with trying to go digital, as well as frustrated
facing the unknown.
An additional class of computer literacy for both teachers and students is always a
good idea. Besides, many digital tool providers offer customer support as well as a
large learning base to their users to get armed with tutorials. (N2)
For us to think of a frictionless digital classroom, we must rethink the role of technology in
education and project the importance of its role in the future of teaching and learning. The last
decade has sought to think of technology as a mere tool of improvement for students, when it
should be developed as the keystone of the classroom of the now present, not future.
Not every student & teacher has a personal gadget to use for online learning. Many
of them are supposed to share the laptops and computers with their parents,
sisters/ brothers to stay on track.
Another problem everyone’s faced is a computer crash that usually happens at the
most unexpected moment. Some of students don’t have laptop or gadgets to use
during the quarantine, and no strict time frames are defined for having the
assignments done (in case the families should share the gadgets). (N4)
Another factor the increased emphasis on applying knowledge to meet the demands of 21st
century society, using skills such as critical thinking, independent learning, the use of relevant
information technology, software, and data within a discipline, and entrepreneurialism. The
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development of such skills requires active learning in rich and complex environments, with
plenty of opportunities to develop, apply, assess and practice such skills.
Educating students with the skills to manage their own learning throughout life, so they can
continue to learn after graduation. Life-long learning, especially given expectations about rapid
developments impacting the future of work, is now an imperative of governments around the
world committing to developing a skilled workforce. With the pandemic likely to induce a global
recession, demonstrable and certifiable skills will become key to securing and retaining work.
Continuing advances in digital technologies, social media, and mobile devices such
as smartphones and tablets, give the end user, the student, much more control over
access to and the creation and sharing of knowledge. This empowers students, and
faculty and instructors are finding ways to leverage this enhanced student control
to increase their motivation and engagement. (N1).
Results of the Forum Discussion: Adaptive learning and challenges of Remote Teaching
Emergency remote teaching has given a significant boost to online learning, opening up new
opportunities and reflections for the educational system. According to the discussion carried
out within the forum, the COVID-19 crisis experience is presenting different challenges that
should be addressed to develop new methodologies and pedagogical approaches,
infrastructure and platforms specifically designed for online teaching.
These new methodologies need to be developed in an interdisciplinary and holistic perspective
that (following the responsible research and innovation approach) will anticipate and assess
potential implications and social expectations. Indeed, the COVID-19 emergency has made clear
that technologies alone do not represent a panacea. The long-term inequality gaps between
students in different situations in education systems have frequently been highlighted during
the COVID-19 pandemic period. Students and teachers have faced different obstacles in remote
teaching due to the existing limitations related to technological, pedagogical and social
challenges, which will be analyzed in the following sections.
Social challenges
Students’ attitudes and dispositions are influenced to a great degree by the support they receive
from families and teachers and by the role models they are exposed to. Different forms of
support from families and teachers, including parental emotional support and teacher
enthusiasm, are found to be important for the development of positive attitudes towards
learning and can ensure that students acquire the attitudes and dispositions that can maximize
their ability to make the most of online learning opportunities. Yet, some families and teachers
may struggle to provide such support especially during the pandemic crisis -because of a lack
of time, insufficient digital skills or lack of curricular guidelines
Education systems should aim to strengthen engagement between schools and
parents in order to improve information and guidance to parents on effective
practices for supporting their children’s learning. At the same time, teachers need
support to incorporate technology effectively into their teaching practices and
methods and help students overcome some of the difficulties that are associated
with this form of learning environment.
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generations need to catch up with the younger generations’ use of IT. Gen Z in
general functions in different online communities quite naturally. If there is a joint
shared interest it is going to work, I believe.
Technological challenges
Technological challenges are primarily related to a lack of Internet connectivity and electronic
devices. This problem may increase inequalities through uneven access to the technology
needed by students and teachers. Indeed, not all learners have access to the necessary
technologies to take advantage of online education such as a fast Internet connection and a
powerful computer.
Just think of families where there is more than one child in school with no or one
computer. This means that in parallel only one child can take part in a digital online
education course.
Another important aspect is how well teachers are prepared and engaged in online learning.
Teachers need to be involved in planning so that technology does address their instructional
needs (Davis, N., Preston, C, 2009). If not, they will not continue to embrace digital technologies
once things have returned to normal. Teachers also need to be sufficiently trained,
accommodating for their level of comfort and experience with technology. Local technology
champions who can share best practices with colleagues are invaluable in this regard
CONCLUSION AND DISCUSSION
The key to delivering any good training is planning and preparation, and remote learning is no
exception to this rule. By taking the proper time to plan and keep participants informed, you
will go a long way toward avoiding some of these remote learning challenges.
Nonetheless, in spite of the pandemic, opportunities to give and receive help crop up when least
expected. For instance, Pedagogue an online social network for educators possesses features
that enable fast communication with students and their families, flexibility and resources for
planning lessons and projects and a community of fellow educators who can provide insight
and ideas for meeting the challenges of emergency remote teaching.
In addition to the technology that’s available, school districts can also reach out to local or state
agencies and organizations. An organization such as MDEC and YTL that partners with other
nonprofits, started weekly check-ins immediately after the shut-down in March last year and
has provided their services for students remotely. Furthermore, other nonprofits and
corporations have greatly pivoted to help provide electronic devices and internet connectivity.
Therefore, while remote teaching entails some difficult issues, it still presents a chance for
innovation, creativity, and an opportunity to broaden communication between home and
school. Also, educators can contact local organizations to help with this endeavor; plus, students
would gain experience to acquire the skills and self-discipline to succeed in the virtual
workplace.