Abstract
The Coronavirus has changed the world in many ways, including education. The epidemic outbreak led to the conversion of courses in many schools and universities from traditional face-to-face classrooms to virtual courses. This situation is a major challenge in a country like Kenya, where IT facilities remain basic. Not all students have the advantage of technological conditions or a supportive family environment. This qualitative case study design is aimed to explore how students portrayed their participation in remote online courses. This study focuses on the experiences of six Standard Eight students in one of the elementary schools in Kisii, Kenya, with ages between 13-15 years old, to cope with multilevel challenges during the Covid-19 pandemic. The data were collected through semi-structured telephone interviews with each participant after permissions were acquired from the students’ parents or guardians. The findings of the study show six emergent themes and sub-themes. The themes that emerged from the interviews are 1) Course descriptions; 2) learning experience; 3) Delivery methods; 4) Materials; 5) Interactions; 6) Challenges.
Highlights
The outburst of the coronavirus epidemic has ways, including education
The themes that emerged from the interviews are 1) Course descriptions; 2) learning experience; 3) Delivery methods; 4) Materials; 5) Interactions; 6) Challenges
The first theme that emerged from the study is course descriptions
Summary
The outburst of the coronavirus epidemic has ways, including education. The epidemic outbreak led to the conversion of courses in many schools and universities from traditional face-to-face classrooms to virtual courses. It is predicted that students in one of the elementary schools in Kisii, Kenya, with online or virtual teaching will be accepted as the new 13 ages between 13-15 years old, to cope with multilevel normal for many educational institutions in the postchallenges during the Covid-19 pandemic. The themes that could be a stimulus to change and innovate more realistic solutions for language teachers and universities in coping with the virtual future or an opportunity to emerged from the interviews are 1) Course descriptions; restructure their entire curriculum systems (OECD, 2) learning experience; 3) Delivery methods; 4) Materials; 2020). The world has changed in many areas, including education It all started at the end of 2019 when the Wuhan health authority reported that 27 no stress to the students and teachers during difficult times (Wang & East, 2020)
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