Exploring the Implementation of Teaching and Learning Using Virtual Learning Among Elementary School Science Teachers in Malaysia

Hamida Mat,Fazilah Razali,Siti Salina Mustakim,Mohd Mursyid Arsyad

doi:10.6007/ijarped/v11-i1/12118

Abstract

This paper discusses the implementation of Interactive Virtual Learning (VL) among elementary school teachers in Malaysia. The qualitative method of unstructured interviews and observation was chosen as the way for gathering information to discover the existing challenge that teachers confront in excelling in science, as well as the necessity for any new instructional tactics. Two primary school science teachers from two different schools were selected to participate in this interview. The results of this preliminary investigation confirm that modern science teachers confront challenges in their classrooms. The findings suggest a scarcity of high-quality learning materials on which they may rely. Furthermore, a lack of time for revision and exploration of each topic is a problem that must be addressed to improve student performance in science. Finally, the integration of VL with various learning strategies must be designed and developed to facilitate and boost students' learning abilities in the topic of science.

Highlights

The rapid growth of Virtual Learning (VL), along with the ever-increasing number of internet users globally, has resulted in more chances for knowledge and information access (Wallet & Valdez, 2014; UNESCO Bangkok, 2015)
Many countries have responded to the growing importance of VL by attempting to transform school education from traditional face-to-face, teacher-centered teaching and learning to a student-centered environment that extends beyond the classroom, as well as exposing students to pedagogical approaches that encourage interactivity and the development of 21st-century skills (Teoh, 2015; Robertson, 2016)
In the case of a crisis and the imposition of the Movement Control Order (MCO), online teaching is already regarded as the primary mode of instruction

Summary

Introduction

The rapid growth of VL, along with the ever-increasing number of internet users globally, has resulted in more chances for knowledge and information access (Wallet & Valdez, 2014; UNESCO Bangkok, 2015). Many countries have responded to the growing importance of VL by attempting to transform school education from traditional face-to-face, teacher-centered teaching and learning to a student-centered environment that extends beyond the classroom, as well as exposing students to pedagogical approaches that encourage interactivity and the development of 21st-century skills (Teoh, 2015; Robertson, 2016). Teachers can use whichever teaching methods they like. The Ministry of Education (MOE) has introduced several different online teaching methods. If online education was merely used as a teaching tool in the past, it was not the major mode of instruction. In the case of a crisis and the imposition of the Movement Control Order (MCO), online teaching is already regarded as the primary mode of instruction. Now is the moment for teachers to reinforce this online teaching and learning, for future usage

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Conclusion