Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental (...) well-being. Hence, this study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)

Evidence shows that the COVID-19 pandemic has increased stress and despair levels. During the outbreak, everyone’s health and safety are given high importance. The only practical option at this time is for schools and institutions all around the world to switch to online classes. Students, parents, professors, and teachers in the Philippines are aware of the long-term difficulties of online learning, notably their effects on college student’s mental health. This hasn't, however, been adequately documented. The challenges and (...) consequences of online learning on the mental health of students taking up the Hospitality Management program at Romblon State University were investigated in this study. It would add to the body of knowledge regarding mental health, especially for Filipino students. The descriptive quantitative research was employed in the study, and purposive sampling was used to choose the respondents. A researcher-modified instrument with a Perceived Stress Scale (PSS-10) was translated into a Google form and it was used as the standard tool to collect data. The online survey was carried out and data analysis was done using frequency and percentage distribution as well as weighted mean. According to the results, the respondent’s 3-5 hours weekly online activity demonstrates their lack of involvement. Home distractions, a lack of engaging online teaching techniques, procrastination, increased workload, depression, and anxiety are a few of the difficulties encountered. The effect on the HM students is a perceived stress scale interpreted as stressed sometimes. (shrink)

This study delved into the realm of emotional presence and its potential impact on students' academic performance within collaborative online learning environments. While emotions were recognized as influential factors in the learning process, the specific relationship between emotional presence and cognitive outcomes remained elusive, particularly in the context of virtual classrooms. This research addressed a critical gap by investigating the relationships between emotional presence and students’ academic achievements in online classes. An exploratory sequential mixed-methods approach incorporating (...) both quantitative and qualitative components was used. Fifty (50) senior high school students engaged in online learning were selected through the purposive sampling technique. Quantitative findings revealed that emotions did not exhibit a significant correlation with students' academic achievements in the online learning environment. However, insights from the qualitative analysis shed light on the emotional experiences of students, indicating negative emotions such as anxiety, fear, and disappointment. Despite these challenging emotions, students were still capable of achieving favorable academic outcomes. In conclusion, while the emotional presence of students may have been predominantly negative, their academic achievements in online learning environments remained satisfactory. This suggested that learners could effectively navigate and succeed within the virtual classroom setting, even in the face of emotional challenges. Educators were encouraged to create supportive online learning environments that highly addressed students' emotional needs alongside their educational requirements. By fostering emotional well-being, teachers could enhance the overall learning experience and promote positive outcomes in virtual education. (shrink)

This quantitative study explores the acceptability of Online Learning Action Cell (LAC) practice as a school-based professional development strategy for Tagumpay National High School (TNHS) teachers. The research was motivated by the Department of Education (DepEd) Order No. 35 s. 2016 which prompts public schools to comply with the implementation of LAC sessions because it has a positive impact on teachers’ beliefs and practices resulting in education reforms for learners’ benefit. However, in compliance with DepEd’s policy on maximizing (...) Time-On-Task (DepEd Order No. 9 s. 2005) and the teacher’s conflict of schedule and other ancillary and coordination functions, absences or non-participation in classroom LAC was noted. The viability of offering Online LAC sessions using appropriate media and technologies to provide more options and flexibility for the study is suggested and tested utilizing a conceptual framework drawn from DepEd Order No. 35 s. 2016, Simonson’s Equivalency Theory and Anderson’s Community of Inquiry (COI). A descriptive survey method was used in this study with purposive sampling identifying ten Technology and Livelihood Education (TLE) teachers to pilot the Online LAC based on the memorandum issued by the school head. The subjects went through a week of experience in a LAC session using Facebook (FB) as Learning Management System (LMS) while a researcher-designed survey tool in the form of a Likert-type scale questionnaire was administered via Google forms before and after the online session to measure teacher’s acceptability of Online LAC Session practice. In the analysis, a descriptive statistic shows that pre-post survey results on Online LAC session planning is from ‘moderately acceptable’ to ‘very highly acceptable’; implementation is from ‘acceptable’ to ‘very highly acceptable’, and evaluation is from ‘moderately acceptable’ to ‘very highly acceptable’. TNHS teachers' acceptability of Online LAC session practice increases after their participation in a fully-online learning environment. Limitations, recommendations, future research directions, and conclusions are also included in the study. -/- . (shrink)

Introduction: The Faculty of Medicine, University of Moratuwa, established during the COVID-19 pandemic, was compelled to conduct the teaching activities online for the first intake of students until their first bar examination. Online learning is known to be linked to several health issues. This study aims to explore the academic performance and perceived health effects related to online learning in the Faculty of Medicine, Moratuwa. Methods: A descriptive cross-sectional study was conducted among all 104 first-intake (...) students using an anonymous online self-administered questionnaire to explore health effects and academic performance after ethical clearance. Results: Out of 104 students, 82 students responded (response rate=78.85%). Majority participated from home using their own laptop (74.4%) and personal Wi-Fi (69.5%) and spent 5-10 hours daily for online academic activities (72%). Majority complained of related physical (86.6%), and psychological (81.7%) health issues: eye problems (69.5%), headache (47.6%), backache (43.9%), stress (46.3%) and concentration difficulties (45.1%). The first bar examination was cleared by 84.1% with the majority (52.4%) obtaining classes. There was a statistically significant positive association (p< .05) between physical and psychological health concerns with the average screen-time spent on academic activities, but not with the academic performance. There was also no statistically significant association between screen-time and academic performance. Conclusions: Majority of students using online learning had related physical and psychological health issues which were positively associated with the screen-time though not with academic performance. Designing online activities with less screen time may be considered as a strategy to minimise health effects related to online learning. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological (...) Analysis, the findings of this study were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. (...) Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. (shrink)

In the last decade, online learning has grown rapidly. However, the outbreak of coronavirus (COVID-19) has caused learning institutions to embrace online learning due to the lockdown and campus closure. This paper presents an analysis of students’ feedback (n=354) from the Centre of Pre-University Studies (PPPU), Universiti Malaysia Sarawak (UNIMAS), Malaysia, during the transition to fully online learning. Three phases of online surveys were conducted to measure the learners’ acceptance of the migration (...) and to identify related problems. The result shows that there is an increased positivity among the students on the vie of teaching and learning in STEM during the pandemic. It is found that online learning would not be a hindrance, but blessing towards academic excellence in the face of calamity like the COVID-19 pandemic. The suggested future research direction will be of interest to educators, academics, and researchers’ community. (shrink)

Online education has become an essential component of education. Thus, several factors, such as the student’s learning strategy and motivation, generally contribute to their academic success. This study investigates the relationship between learning strategies, motivation, and online learning environment among 150 first-year college students. Employing correlational design, the statistical findings of the study reveal that the r coefficient of 0.59 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than (...) 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between learning strategies, motivation, and the online learning environment. (shrink)

Socioeconomic status refers to the family's social and economic standing in society. It is measured by combining an individual or group's economic and social position, which is often based on income, education, and occupation. It significantly affects academic performance and even one's health status. The pandemic changed the educational system, causing a huge transition from traditional learning methods to online learning. This shift resulted in confusion, burden, and difficulty among students from different walks of life. This study (...) was conducted to determine the academic stress on online learning among nursing students in relation to their economic status and their ability to access technology. The study utilized a quantitative-correlational method aided by a standard questionnaire. Two hundred thirty-six University of Bohol nursing students enrolled in the second semester of SY 2021–2022 were included in the study by random selection. Data revealed a significant correlation between economic status and the level of stress related to academic expectations and a significant correlation between economic status and access to technology after being subjected to the Spearman rho test of correlation. However, no significant correlation was found between access to technology and the respondents' level of academic stress. (shrink)

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture (...) the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth. (shrink)

The analysis shows that poor internet connection, lack of ICT skills, and psychological issues are associated with lower online learning comfort among secondary school students. Among these effects, the impact of psychological problems, like concentration difficulties, is the strongest (see Figure 1). We also find that learning comfortability is positively associated with learning effectiveness (see Figure 2).

This study investigated how learner support services at the University of Calabar predict business education students' preparation for online learning. Two specific objectives were established, two research questions were posed, and two null hypotheses were developed and tested at a significant level of .05. Pertinent literature was reviewed. The population consisted of 147 University of Calabar 400-level business education students. This population also formed the sample using a census process. Data were gathered using a structured questionnaire with 40 (...) items that were validated by five specialists from the University of Calabar. Cronbach Alpha statistics were used to establish the questionnaire's reliability, yielding reliability coefficients of 0.88 and 0.85 for the independent sub-variables and dependent variable, respectively. Following the administration of the questionnaire, the data collected was analyzed using linear regression analysis to test the hypotheses. The results show that academic and technological support services strongly predict business education students' preparation for online instruction at the University of Calabar. Based on these findings, the study recommends that lecturers, counsellors, and academic technicians should encourage students to participate in digital education by offering intellectual, emotional, and other support services. (shrink)

The pandemic has clearly affected higher education institutions through the transition of its learning modality to online. Furthermore, this study investigates the relationship between social support and burnout among college students amidst the COVID-19 pandemic. Utilizing descriptive-correlational design, the result of the statistical analysis indicated that social support and academic burnout has a significant relationship (r=0.158). Implications of the study were discussed and recommendations for future research were suggested.

Students during the distance education were experiencing solitude and depression in their studies due to no social interaction which led to psychological suffering. In this article, college students' attitudes toward statistics learning were investigated, and its predictors by statistical modeling. Secondary data was extracted from a current study from the literature, summarized using descriptive statistics, and presented in tabular form. As for modeling the predictors of students' attitudes in learning statistics, it was done through multiple linear regression via (...) the ordinary least square (OLS) approach. The finding of statistical calculations revealed that, on average, students possess a "neutral attitude" towards learning statistics online. This suggests that students do not show active involvement and positive engagement in the classroom environment due to some challenges they have encountered during online learning. The regression model I revealed that students who are using mobile phones, fewer study hours in statistics, and intimate relationships with teachers are the significant factors of positive attitude in learning. On the other hand, regression model II showed that low internet signal and low mental health are significant determinants of positive behavior in learning statistics online. Conclusively, students who have suitable gadgets for online learning and with good vibes with their teachers have good performance in class even if they study less, however, effective. Moreover, students with less distraction on social media and with mental stress, tend to deviate their attention in studying their lessons in statistics which positively increases their learning attitude and well-being. (shrink)

In Confucian education philosophy, the teacher is the center of a classroom [6], which has set the tone of the teacher-centered education model in China for thousands of years.

The COVID-19 Pandemic has undoubtedly affected learners, and as such, adjustments need to be made for successful teaching and learning through online learning. However, in Ghana, the effects of the COVID-19 Pandemic did not spare adult learners who are compelled by educational reforms to upgrade themselves academically using online learning platforms. Using a descriptive design, the study explored the perceptions and experiences of 166 (online data collection) adult learners as they pursue their academic programs (...) through online learning. An adapted questionnaire on perceptions and online learning experiences developed by Khan, Nabi, Khojah, and Tahir (2021) was used for the data collection. The Confirmatory Factor Analysis technique was used to analyse the data. The study revealed that respondents felt confident while using online learning content but refuted that those technologies permit them to take tests and submit assignments electronically. Furthermore, the study revealed that online learning service was making the learning process very simplified. The revelation means that adult learners possess positive experiences and perceptions about online learning. Therefore, online teaching and learning in higher education institutions should be made a routine activity in Ghana even after the COVID-19 Pandemic because the world is approaching a technological world. (shrink)

The purpose of this study was to determine the form of teacher readiness and difficulty when implementing the mathematics curriculum in high school, measured from four teacher competency assessments. Schools in Indonesia are still 50% learning from home until 2022, this situation has an impact on the achievement of student learning outcomes. In 2020, the ministry conducted a survey of 4000 students and the results of the survey and out of 100% of the participants, 58% were of the (...) opinion that online learning was ineffective, 38% lacked attention from the teacher, 35% had poor communication, 62% had poor internet access, and 80% had difficulty learning mathematics online. The method in this research is descriptive qualitative. The technique of collecting data is by means of field observations, interviews and collecting documentary evidence. Data analysis techniques by presenting data, data reduction and intersecting data are drawn into conclusions. The number of people who were observed was 2 with a total of 58 and 13 people interviewed sources. Findings, difficulties arise from unprepared pedagogic competence and professional competence. Teachers have no self-constructed modules, difficulty writing symbols and mathematical proofs online. Students provide an assessment of teacher competence online, from 100% of respondents 80% disagree with pedagogic and 90% disagree with professional competence. This is due to the lack of readiness of the two competencies. In conclusion, online learning is expected by students and teachers to have their own modules. Students argue that the teacher's difficulties when writing symbols, providing examples of questions and proving mathematical formulas can be written in modules and modules can be given to students to study at home. (shrink)

What would it take to design a real place online where real learning would happen?

The pandemic of COVID-19 prompted several paradigm shifts throughout society, including in education. This study aimed to examine the relationships of students' engagement in online synchronous collaborative learning activities (OSCLA) with their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and level of academic performance (LAP). A total of 176 Filipino Grade 12 SHS students, 18 years old and older, from a private educational institution were purposively selected for this study. Data were generated using an (...) class='Hi'>online survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended as it positively impacts students' SWB but should be regularly reviewed for its effectiveness in sustaining improvement in the LAP of the students. (shrink)

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, (...) educational challenges aimed at cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. (...) Previous research showed that flipped classrooms are effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone. This study concludes that using just one technological intervention in Physics teaching simply cannot produce a significant impact on the physics literacy of the students in EM learning. Utilizing a combination of technological approaches can make a meaningful difference to the literacy rate in Physics lessons, specifically electromagnetic waves. (shrink)

Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. (...) Previous research showed that flipped classrooms are effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone. This study concludes that using just one technological intervention in Physics teaching simply cannot produce a significant impact on the physics literacy of the students in EM learning. Utilizing a combination of technological approaches can make a meaningful difference to the literacy rate in Physics lessons, specifically electromagnetic waves. -/- . (shrink)

In order for students to succeed, especially in times of crisis like the Covid 19 Pandemic, they must be trained to be self-sufficient in their language studies. This research investigates using a self-access language learning strategy in an emergency virtual reading class during the covid 19 pandemics to improve language learners' Autonomy. It employed a descriptive correlational research design. The study involved 89 randomly selected language students in one University of Peru. Results of the study showed that the students (...) can utilize internet as their learning resource using devices they have. This shows that all of the students have devices to be used for their online and blended language learning. It is interesting to note the all the sampled students have access to internet for their online language learning. Hence the students have a motivated level of learning Autonomy in reading classes. As to the assessment of internet self-access reading skills of the students. This shows that the students have a favorable attitude towards using the internet in their reading lessons. It shows that the students have a fair level of technology acceptance and utilization for their language learning. Self-Access Skills in Reading was shown to be closely linked to Students' Learning Autonomy. This suggests that the relevant factors in the research have a positive correlation. This means that the students are more likely to adopt online self-access reading skills if they have a good attitude about learning Autonomy. This result shed light on the gap in addressing students' online language learning engagement in the COVID 19 era, particularly in the context of Peru. (shrink)

There have been numerous initiatives to increase access to higher education for those residing in marginalised locales in Wales. However, entrance in itself does not guarantee success and it is important for educators and policy makers to explore issues of retention. Classed and relational positionings often conflict with non-traditional students' education trajectories and sometimes contribute to their withdrawal from academia. In response to this challenge the current paper focuses on the accounts of non-traditional students in Communities First[1] areas who took (...) an undergraduate social science module with The Open University in Wales. Importantly, rather than reading these barriers to progression as students' individual difficulties, the paper considers how educational cultures can create and perpetuate disadvantage. Exploring students' accounts of pedagogy and administration, the paper focuses on online provision in distance learning and offers a range of strategies that could potentially improve the delivery of an Open University module and students' experiences in future presentations. (shrink)

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the (...) findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals. (shrink)

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific (...) strategies and technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. (...) The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – (...) how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n (...) = 117) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

This study is intended to determine the efficacy of the teachers and students involving social, cognitive, and teaching presences to the Senior High School students of Saint Joseph College. This study utilized the descriptive survey design. Calderon (2006), defined descriptive research as a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, processes, trends, and cause-effect relationships and then making an adequate and accurate interpretation of such data with or without or sometimes minimal aid of statistical (...) methods. The following major findings are: the status of the implementation of the online educational community is at a well-implemented level as rated by the students and the teachers. There is no significant difference between the rating of the teachers and the students on the status of the implementation of the online educational community. It can be concluded that the implementation of the online educational community could not be indicative of the performance of the students. Since there is no significant relationship between the implementation of utilizing online education, online learning can still continue as a learning modality whether there is an ongoing pandemic or not because there might be other factors that affect the performance of the students. The mode of the teaching-learning process could not affect the performance of the students. (shrink)

Teaching interdisciplinary modules online can be an uphill battle but it offers important lessons in the art of motivating students to learn.

Interactions are important in establishing deep and meaningful learning experiences for learners in a distance education setup. Of all the activities in an online classroom, the discussion forum proved to be the one that had the most interactions. A discussion forum lets learners interact with the content, peers, and teachers. Participation in these learning activities is one important factor. The more the learners participate, the more they learn. This paper uses the researcher’s experience in determining what participation (...) is in an online learning experience. After reviewing the experience, participation in a discussion forum is defined as a self-induced connection to the learning community to receive and share knowledge to bring a deeper understanding of a certain theory or phenomenon.” There are conditions for a behavior or action that can be considered participation. The more conditions the behavior met, the higher the level of participation it led. The conditions are the learner analyzes an abstract theory or concept and relates it to practice or experience; the learner views other people’s perspectives regarding the subject and synthesizes a stronger and deeper understanding of the acquired knowledge; the learner communicates the acquired understanding of a certain subject that induces a validation or further inquiry; lastly, the learner constructed a train of premeditated discourse that leads to the understanding of a certain subject. (shrink)

Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on (...) how extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organise (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the Internet during exams. (shrink)

Life is getting digital more than ever as technology improves. While the Internet is responsible for two percent of global greenhouse gas emissions, it is underestimated as a pollutant. Since public awareness is one of the most important preservation methods, it can contribute to protecting the environment from carbon emissions by raising people's understanding. In this regard, serious games, as a type of gamification transmitting educational content besides entertainment, immerse the player in enjoyment while teaching them a specific topic or (...) enhancing their skills in a field. This study proposes a serious game, taking the digital unseen carbon footprint and its effects on the landscape into the topic. The game considers SDG goals provided by the United Nations Department of Economic and Social Affairs. In this regard, the research uses SDGs 4 and 7 by providing quality education for all and access to sustainable energy by changing people's everyday habits. (shrink)

In this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical (...) promise’, which suggests how work done in the realm of critical phenomenology is complementary to and useful for exploring the social justice and emancipatory aims of networked learning researchers. Through this framework, I reflect upon multiple ways in which phenomenology has and might continue to fruitfully inform and shape networked learning research. In doing so, I emphasise that deploying phenomenology in the context of networked learning not only enriches our understanding of networked learning but that phenomenology itself is enriched through testing, finetuning, and expanding its methods, concepts, and understanding, as well as unveiling its own limitations and constraints. (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher (...) education, for negotiating the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

Abstract: The use of the technology in the way of teaching and learning in the higher educational institutions sustained a significant position during the pandemic emergency in Pakistan and across the world to continue the educational activities. The extant study investigates the pedagogical challenges in which proposed factors used to discover the intention of the users in the form of their ease of the technological use and assessing the social influence of people regarding the innovative digital adoption in the (...) online learning atmosphere. This research inculcates the antecedents like perceived ease of use (PEOU) social influence (SI), satisfaction (S), and intention to use (ITU) to chart out the perception of the wireless based educational activities during the COVID-19 outbreak in the country and it aims to produce an empirical analysis of the easiness and social influence of users to accept the newly adopted technology and calculating the Web based pedagogical challenges via interpreting the users’ intention. For the data analysis 216 questionnaires have been collected from the teacher and students among three public universities in Sindh and the existing review develops a proposed conceptual framework model to meet the objectives of the study. In the way of the interpretation of data SPSS version 24 was brought in use and the testes of the hypotheses were carried out by means of regression and correlations. The research follows the limitation to meet the quantitative research methodology, teachers’ web based easiness and social feedback to deliver the online teaching and the recommendations urge to discover a research by using different factors. (shrink)

Harmful and dangerous language is frequent in social media, in particular in spaces which are considered anonymous and/or allow free participation. In this paper, we analyse the language in a Telegram channel populated by followers of Donald Trump, in order to identify the ways in which harmful language is used to create a specific narrative in a group of mostly like-minded discussants. Our research has several aims. First, we create an extended taxonomy of potentially harmful language that includes not only (...) hate speech and direct insults, but also more indirect ways of poisoning online discourse, such as divisive speech and the glorification of violence. We apply this taxonomy to a large portion of the corpus. Our data gives empirical evidence for harmful speech such as in/out-group divisive language and the use of codes within certain communities which have not often been investigated before. Second, we compare our manual annotations to several automatic methods of classifying hate speech and offensive language, namely list based and machine learning based approaches. We find that the Telegram data set still poses particular challenges for these automatic methods. Finally, we argue for the value of studying such naturally occurring, coherent data sets for research on online harm and how to address it in linguistics and philosophy. (shrink)

The educational process has been dramatically transformed by technology; this transformation has caused the emergence of central concepts, among which is distance learning. The latter has brought new opportunities to learn from; meanwhile, it has presented challenges that have impacted learning in many ways. Thus, the present study investigated the implementation of E-learning among EFL students at Moulay Ismail University to identify students' perceptions about this type of learning and consider the pros and cons to ensure (...) best practice solutions that endorse online learning quality. The study included 315 students at Moulay Ismail University in Morocco who completed an online questionnaire and used descriptive analysis because the data was presented in simple summaries that aimed to describe the basic features of the data and measures. The findings, both quantitative and qualitative, indicated that e-learning is still in its early stages. At the same time, students are not entirely prepared to supersede traditional learning with distance education due to some reasons, in particular, such as lack of university support in offering resources to learn online, lack of internet connection, malfunction of technological tools, etc. All in all, EFL students prefer blended learning because it allows them to combine a new technological experience with a traditional one. Meaning that e-learning should not be excluded entirely from the educational system, but it can be used only as a support to foster EFL students' academic achievements. (shrink)

The use of social networks such as Facebook, Twitter, and YouTube in the society has become ubiquitous. The advent of communication technologies alongside other unification trends and notions such as media convergence and digital content allow the users of the social network to integrate these networks in their everyday life. There have been several attempts in the literature to investigate and explain the use of social networks such as Facebook and WhatsApp by university students in the Arab region. However, little (...) research has been done on how university students utilise online audiovisual materials in their academic activities in the UAE. This research aims to elucidate the use of YouTube as a learning aid for university students in the UAE. We adopt the technology acceptance model (TAM) as the theoretical framework for this investigation. A quantitative methodology is employed to answer the research question. Primary data consisting of 221 correspondents were analysed, covering patterns of using YouTube as an academic audiovisual learning aid. Statistical techniques including descriptive, correlations, regression tests were used to analyse the data. The study concluded that students use YouTube as a learning tool for their academic studies and enriching their general knowledge; and there is a positive relationship between the use of YouTube videos in academic settings and the students’ overall performance. This study can shed light for teachers, curriculum designers, government entities, and other stakeholders on how to best utilise and integrate the online technology — YouTube — as a learning aid. (shrink)

Reading have always been a very important activity, which further paves the way for excellence in life both academically and non-academically. It is a fundamental skill that unlocks learning and provides individual’s benefits. Reading habit and attitude become an interest topic to discuss because it can be the key success in learning. This study aimed to examine the reading habits and attitudes of big city residents in Pakistan towards books with Chinese themes, available in Chinese, English, or Urdu (...) language. Using a survey design and simple random sampling, data was collected from 300 respondents through a pre-tested questionnaire based on Smith's (1991) Adult Survey of Reading Attitude. The study analyzed data from 11 online bookstores and publishers in Pakistan used to provide recent insights. We used two keywords (China, Chinese: چائ نا , چائ ن یز ) to collect data from online bookstores. The results of the study, with a reliability test score of 0.79, showed that the participants had a positive attitude towards reading Chinese themed books. The findings of this study can inform the development of educational programs to enhance reading skills and cultural understanding for users of Chinese-themed books in Pakistan. (shrink)

This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest pre-experimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences survey responses (...) were interpreted thematically. This study was conducted for a period of eight (8) weeks during the 4th quarter of the school year 2020-2021 at Junior High School in District II. The study's findings using descriptive and inferential statistics revealed a significant difference in the students' physics achievement mean scores and a significant difference in the students’ energy-momentum mean scores before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. The class average normalized gain (g) of the 48 respondents on the adopted Energy-Momentum Concept Test (EMCT) resulted in statistically “high” normalized gain (g) in their conceptual understanding before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. Furthermore, the learning experiences survey responses revealed positive results and improvement on the students’ learning experiences in JiTT’s warm-up exercises. Hence, it was concluded that the online teaching in physics using the Just-in-Time Teaching (JiTT) as a teaching-learning strategy might significantly improve the students' academic achievement and conceptual understanding in grade 9 physics. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their (...) language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

The present quasi-experimental study was undertaken to study students’ perceptions of the advantages and disadvantages of the LMS and the ‘real’ classroom. The data was collected using the online survey method (Google Form), which included questions related to students' perceptions of the effectiveness of both modes in enhancing knowledge, critical skills, and social competence. The study found that although the ratio of students who preferred ‘real’ classroom learning to learning through the LMS was higher, many students were (...) also comfortable with online learning. The present study concludes that a blended mode of learning, i.e., using digital learning tools with a more traditional classroom, can be a better option to meet the needs of both kinds of learners. (shrink)

The internet has made the world more linked than ever before. While taking advantage of this online transition, cybercriminals target flaws in online systems, networks, and infrastructure. Businesses, government organizations, people, and communities all across the world, particularly in African countries, are all severely impacted on an economic and social level. Many African countries focused more on developing secure electricity and internet networks; yet, cybersecurity usually receives less attention than it should. One of Africa's major issues is the (...) lack of adequate digital security infrastructure, which has harmed businesses, governmental institutions, and individual communities more than it has helped. The majority of African countries operate without cybersecurity measures in place to combat cyberattacks. Only a few examples of today's cyber risks include digital extortion, business email intrusion, data breaches, online fraud, ransomware, and phishing, and new types of cybercrime are always developing. Due to the advent of new technology, cybercriminals have become more organized and quicker in their attacks and alliance creation. To maintain a secure digital environment for all internet users, this study focused on the challenges, solutions, and need for African countries to improve their online safety by tackling cybercrime, online fraud, and cybersecurity concerns. The objective of this study is to offer practical and long-term answers to the problems posed by cybercrime, with a continuing emphasis on enhancing online safety. It will assess the effectiveness of cutting-edge cybersecurity measures, legislative frameworks, and cross-border cooperative efforts, as well as potential areas for improvement. Additionally, the study will examine cutting-edge methods like blockchain technology, machine learning, and other cutting-edge methods that could improve our using digital defences to stop cybercrime. (shrink)

The present study examines how online instruction during the COVID pandemic impacted learning and performs a partial replication of a study by Hahn et al. (2012), which compared students’ testing outcomes of the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). Our results find that online instruction during the 2020-2021 pandemic isolation period had no significant impact on pre- and post-COVID testing outcomes for either exam. It was further found that the question set (...) employed by the CBE exam appears to have changed from the pre- to the post-COVID testing timeframes, making this exam questionable for assurance of learning purposes when compared to prior year results. (shrink)

What does success in online teaching look like? There are two ways to answer this question. The first defines success in terms of replacement of educational means: for example, how closely does an online lecture approximate its offline counterpart? The second defines success in terms of educational goals: for example, how well does an online lecture facilitate learning, compared with its offline counterpart? The first is a trap: it commits us to an endless online game (...) of catch-up with offline models of teaching. Instead, we should adopt a goal-oriented approach, mindful of obstacles to online teaching. As a case study, I present practices developed using this approach to teach philosophy online in 2020. An important upshot is that this approach leaves us open to ways in which online teaching is actually better than its offline counterpart. I conclude with some examples of these, and discuss their future implementation. (shrink)

Due to the Coronavirus Disease-2019 (COVID-19) lockdown implemented by the government, we had to transform our classes into the online sphere. The most commonly used methods of online teaching in Government Medical College, Thrissur were, live online lectures, PowerPoint presentations with narrations, prerecorded videos and assignments. Aim: To assess the logistical aspects, merit and demerits of different online teaching-learning methods among phase-1 medical student in a tertiary care teaching hospital during COVID-19 lockdown Materials and Methods: (...) This cross-sectional study was conducted from July 2020 to September 2020, among phase-1 MBBS students of Government Medical College, Thrissur, Kerala, India. Data was collected from 161 students through a questionnaire consisting of two parts. The first part dealt with logistical aspects, like net connectivity, gadget, expenditure, financial burden, residence and eye strain with online teaching learning methods. The second part dealt with the merits and demerits of each type of teaching learning methods, according to the students. All statistical data was analysed using the Statistical Package for the Social Sciences (SPSS) software version 16. Qualitative data was expressed as a percentage. Results: A total of 97.5% population of students was able to frequently access the online classes. Online learning strained the eyes of 47.8% of students. Mobile phones were used by 92.5% of students for attending online classes internet connectivity was mainly through 4G (71.4%) followed by Wi-Fi (19.9%) connections. Their most preferred method of online learning was online live lectures (35.4%) followed by PowerPoint presentations with narrations (33.5%). Blended learning (online and traditional together) was best preferred method of learning (46.6%). Conclusion: Live online lectures and blended learning were preferred by the majority of students. Thus, the online classes can be continued along with the traditional teaching in future. (shrink)

Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was found that managing parent expectations and dealing with challenging parent behavior were among the sources of stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching practices (...) and interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers faced challenges in implementing blended learning, including technological issues, a lack of support and resources, and difficulties creating engaging online content. However, as teachers gained more experience and knowledge about effectively using online tools and technologies for instruction, these challenges became more manageable. Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended learning by implementing various strategies and making preparations to guide and support their students effectively. These strategies have included using games and other engaging activities to keep students motivated and engaged, developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and responsibilities and deal with challenges such as supporting students with varying technology access and skills. (shrink)