Abstract
Although online teaching has been encouraged for many years, the COVID-19 pandemic has promoted it on a large scale. During the COVID-19 pandemic, students at all levels (college, secondary school, and elementary school) were unable to attend school. To maintain student learning, most schools have adopted online teaching. Therefore, the purpose of this study was to explore the design of online teaching activities and online teaching processes adopted by teachers at all levels during the pandemic. Online questionnaires were administered to teachers in Taiwan who had conducted online teaching (including during the formal suspension of classes or simulation exercises) due to the pandemic. According to a quantitative analysis and lag sequential analysis, the instructional behaviors most frequently performed by teachers were roll calls, lectures with a presentation screen, in-class task (assignment) allocation, and whole-class synchronous video-/audio-based discussion. Thus, there were six common significant sequential behaviors among teachers at all levels that were categorized into the four instructional stages of identifying the teaching environment, teaching the class, discussing and evaluating learning effectiveness. College teachers reminded students of some matters first and then called the roll after the students went online. Secondary school teachers were more likely to arrange practical or experimental courses and to use synchronous and asynchronous interactive activities. Finally, elementary school teachers were more likely to use homemade videos and share their screens for teaching and to arrange a large variety of teaching interactions. The differences among colleges, secondary schools, and elementary schools were identified, and suggestions were made accordingly.
Highlights
Since 1990, Internet-based distance teaching has become a global trend, and software, hardware and educational training have been evolving
In terms of playing videos, we found that most videos played in colleges were made by teachers (A4), while the videos played in secondary and elementary schools were made by others (A5); this shows that college
In terms of learning interaction (B), we found that whole-class synchronous video-/audio-based discussion (B3) was the most frequently used, regardless of the learning stage
Summary
Since 1990, Internet-based distance teaching has become a global trend, and software, hardware and educational training have been evolving. Nouns related to e-learning, such as online learning, distance teaching, digital learning, mobile learning and recent massive open online courses (MOOCs), have shown a trend of learning via the Internet. Despite active promotion by governments, there are still many limitations to the online educational environment from teaching and learning perspectives (Meskhi et al, 2019; Sadeghi, 2019), such as the support of the administrative system, the establishment of a network bandwidth and teachers’ willingness to record e-Learning materials. The World Health Organization (WHO) declared a public health emergency of international concern on January 30, 2020 and named the disease COVID-19 on February 11, 2020. On March 11, 2020, the WHO declared COVID-19 a global pandemic (Singhal, 2020; World Health Organization, 2020)
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