Abstract
In 2020, the entire world experienced a pandemic caused by the COVID-19 virus. This pandemic drew most of the entire world population to confinement, causing dramatic changes in most people’s everyday activities, for instance, education. Most countries modified their educational systems and moved from a face to face education to an online mode. By using a survey design, this study aims to describe the online teaching practices of 51 language teachers working at the language center of a university. Results show that language instructors working in this institution did not receive clear instructions on how to move from face to face to an online mode effectively. Additionally, results show that they have limited understanding of online education, a lack of a proper online education training among language teachers, and limited knowledge of how to properly integrate technological tools into an online mode.
Highlights
As a response to COVID-19 global Pandemic 2020, which drew people into confinement, educational authorities worldwide changed their teaching modality from a face to face instruction to an online or remote mode
I In 2020, the entire world experienced a pandemic caused by the COVID-19 virus
By using a survey design, this study aims to describe the online teaching practices of 51 language teachers working at the language center of a university
Summary
As a response to COVID-19 global Pandemic 2020, which drew people into confinement, educational authorities worldwide changed their teaching modality from a face to face instruction to an online or remote mode. Along with the global efforts done in health, business, and services to continue functioning within the pandemic, educational institutions endeavor to continue their instruction started offering online education in all primary and secondary sectors and higher education. This was not an easy task since institutions faced problems regarding teachers’ preparation to conduct online classes, students’ access to internet or electronic devices for online classes, motivation, curriculum modifications, and limited policies that would facilitate effective implementation of the curriculum. Other institutions greatly struggled to adopt an online mode of instruction due to the lack of experience in this area, technological infrastructure, and above all, the limited time they had to modify their instruction method
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