The Loss of Teacher’s Authority in Online Learning During Covid-19 Pandemic

The covid-19 pandemic has adversely affected the economy, business and human lifestyle, which proved to be very destructive in the decade years. Worldwide, many countries have implemented control measures like temporary suspension of schools, offices, and stores and social segregation between the countries. In this pandemic condition, most universities, schools and colleges started to implement digitalized learning processes globally. This study investigated the online teaching challenges and their impact on teaching-learning methods during the covid-19 pandemic. This research explored the various aspects and dimensions of online education teaching and learning practices which are prevalent in education sectors. The study is conclusive, and it provided specific suggestions, recommendations and conclusions for improving online TLP (teaching-learning practices) in higher education sectors. The primary data was collected from 100 teachers and 100 students in some selected colleges through a structured questionnaire. The secondary data was collected from various published sources like journals, magazines and articles from 2019 to till date. Further, the collected data has been processed in IBM SPSS software for statistical analysis and testing of the hypothesis; based on the analysis, the ANOVA, chi-square, standard deviation, mean, frequency distribution and graphs were plotted in the analysis part. Based on the analysis, the result of the study indicated that the majority of the respondents are adapted to online learning practices, and they motivate themselves to attend online classes during the pandemic period. The survey of the study indicated that there is a positive impact on students’ perception towards online learning systems and the adaption practices in the higher education sector. The quality of online learning depends upon the teaching pedagogy, innovative teaching methodology, collaborative learning and motivating students during the online learning process. The teaching faculties should motivate the students through their effective teaching method to engage the students in entire online classes. The teachers should appreciate and encourage the students during online learning to motivate and engage themselves in attending the classes. The teachers need to improve their teaching pedagogy during their online classes to engage and motivate the students during this pandemic period.

During the COVID-19 pandemic, higher education institutions have been forced to switch their teaching mode to online education. There has been limited in-depth exploration of the factors affecting students' satisfaction with online learning, and no consensus has been reached among these studies' results. Students' satisfaction is essential for realizing effective online education practices and meaningful to promoting the sustainable development of online courses, and it cannot be fully explained by one single factor. Research exploring the configuration of factors affecting students' satisfaction with online learning has been rare. This study adopted a novel data analysis method, the fuzzy-set Qualitative Comparative Analysis (fsQCA) method, to explore collocations of different factors affecting higher education students' satisfaction with online learning during the COVID-19 pandemic. This research surveyed 357 university students in Mainland China during the second semester of the 2021-2022 academic year using a structured questionnaire. The study identified that when students were satisfied with assignments and had a higher level of internet self-efficacy, or they were satisfied with their instructors and assignments, they were satisfied with online classes. Additionally, internet self-efficacy is indispensable to explaining students' higher level of satisfaction with online learning. This study contributes to our understanding of university students' satisfaction with online learning during the COVID-19 pandemic by using a novel method to explore the configuration of influential factors, and it provides implications for administrators and policymakers in the education field who seek to improve students' satisfaction with online learning.

This study aims to described the analysis of difficulties and efforts of teachers in online learning at SDN Airlangga III/200 Surabaya. This research uses qualitative descriptive method research, information collection method using online observation, interview, and documentation. The data analysis method used in this study is data reduction, data presentation and conclusion drawing. Researchers act as data collection instruments. The results showed that the difficulties that teachers felt in online learning during the Covid-19 Pandemic were insufficient facilities, material completion and assessment. The efforts that teachers try to overcome the difficulties felt is by sharing supporting internet access, various assignments, as well as cooperation with the school, teachers and parents of students. The impact obtained after efforts to improve online learning problems is a significant transformation in online learning during the Covid-19 Pandemic grade IV SDN Airlangga III/200 Surabaya.

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

PurposeThis study aims to analyze the effectiveness of online teaching and learning in the higher education sector during the COVID-19 pandemic and thereby design and formulate strategies to overcome the lacunas, if any, to enhance teaching effectiveness.Design/methodology/approachA survey was conducted to analyze how far students were able to adapt to online teaching and learning, access teaching platforms and afford it. It was also studied whether they were able to grasp and apply the concepts learned. A total of 600 questionnaires were given, and 372 complete responses were received. Structural equation modeling is employed to test the hypothesis. Confirmatory factor analysis (CFA) was conducted to test the model fit and measurement model.FindingsThis study is first of its kind in India which aims to analyze the effectiveness of online teaching and learning environments. This research model is designed to identify the determinants of effective online learning and to overcome the lacunas existing in the prevailing online teaching methods. It can be applied not just during crises like the pandemic but also during normal times to make teaching and learning more economical, innovative and impactful. The present study examined the impact of five major determinants—adaptability, affordability, bandwidth, grasping and interaction—on online learning and its effectiveness during COVID-19. It was observed that all the determinants positively influence online learning effectiveness.Research limitations/implicationsThe scope of the study was restricted to three centrally funded Indian Universities. Other institutions were not part of the study.Originality/valueThis study is the first of its kind done in the current COVID-19 scenario, and the outcome would help overcome the lacunas in the prevailing online teaching scenario across the globe and make it more effective.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

The chapter discusses the development of emancipatory online learning environments in quality teacher education. Under the uncertainty of a changing world caused by COVID-19 pandemic, teachers were required to adapt their teaching to online learning environments. Additionally, they had to learn how to design interactive and quality online learning environments. Against this backdrop, it is necessary to raise new questions about what quality teaching means in online learning environments. Discourses on quality teaching are commonly associated with teacher effectiveness. We argue, however, that quality teaching in teacher education also implies thinking about emancipatory pedagogical approaches in the development of (online) learning environments. In this sense, we explore emancipatory ways of understanding quality in online learning teacher education. First, we elaborate on quality debates in teacher education. Second, we focus on a specific dimension of quality teaching, that is, the development of (online) learning environments in teacher education. Third, we explore critical perspectives and emancipatory pedagogical approaches in teacher education. Last, we advise teaching strategies to create online learning environments with a focus on emancipatory pedagogical approaches. As a result, teaching strategies are suggested to connect quality online learning environments to emancipatory pedagogical approaches.

E-learning is an alternative method of learning that can be applied during the Covid-19 pandemic. One advantage of online learning (e-learning) is that students will get more sources of reading/references. E-learning encourages students to learn actively and autonomously during online classes. Students accept many assignments, and there are many limitations in the online learning process. When a student experiences monotony in the teaching and learning process, it will result in a setback in learning outcomes; even students become no longer interested in attending lectures. Few students feel bored with online learning; this impacts student enthusiasm in learning which tends to decline compared to direct learning. The aim of this study is to obtain information about the description of student interest in learning during the pandemic, and to find out whether online learning is affected during the Covid-19 pandemic, student interest at Widya Mandala Surabaya Catholic University (WMSCU) Madiun City Campus. This research uses an exposed facto quantitative research approach. The research population of WMSCU Madiun City Campus students who took online learning in the even semester of 2021/2022 amounted to 661. The research sample consisted of 192 people who were determined based on the Isaac and Michael table with a confidence level of 10%. The instrument of data collection was questionnaire. Data analysis method was simple linear regression. The results showed that student interest in learning during the pandemic was 1% in the low category, 35% in the moderately high category, and 64% in the high category. The hypothesis “E-learning has a strong positive effect on student interest in WMSCU Campus Madiun City” is accepted because of the value of Sig. < 0.05. The results of this study indicate that the impact of e-learning on student interest in learning at WMSCU Madiun City Campus is 42.9%.

The Covid-19 pandemic has accelerated the shift to online learning, leading to significant changes in higher education institutions in South Africa and across the world. The importance of online learning has increased, and institutions are now challenged with providing a high quality, adaptable, and accessible education in a digital setting. In order to fully embrace online teaching and learning, this demands institutions to make investments in digital infrastructure and reevaluate pedagogical practices. In this literature review paper, we use PRISMA methodology to examine the discipline of online teaching and learning, the strategies used by universities during the epidemic, and the online teaching and learning strategies used in the post pandemic period. We explore how the Covid-19 epidemic has altered the online learning environment in South African higher education institutions in the post pandemic period. The review results established that in order to provide high-quality education to students across the country, South African higher education institutions need to make a flexible and accessible education, rethink pedagogical methodologies, and implement best practices in online learning. We recommend that higher institutions, policymakers, and stakeholders must work together to ensure that online learning remains a viable and successful modality of instruction in the post-Covid-19 era.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Background: The COVID-19 pandemic led to virtual education for students, causing many problems in many countries, including Iran. Objectives: This study explains the challenges of virtual medical education and strategies to promote it from the perspective of students, faculty members, and educational staff of Rafsanjan University of Medical Sciences to meet the needs and expectations of learners and educators. Methods: This qualitative study was conducted using a conventional content analysis approach in 2021. The sample size criterion was to achieve data saturation, based on which 14 faculty members, students, and educational staff were selected by purposive sampling and interviewed using a semi-structured interview guide. The accuracy of the data was ensured through participants’ views, peer review, and an external observer. MAXQDA version 10 was used to facilitate the analysis process. Results: Based on the analysis, 4 main categories for virtual education challenges, including managerial factors, problems related to the nature of virtual education, infrastructural factors, and individual factors, were extracted. Further, 4 main categories, including improving management, improving education, providing infrastructure, and informing and empowering educators, students, and educational staff, were extracted to promote virtual education during the COVID-19 pandemic at Rafsanjan University of Medical Sciences. Conclusions: The challenges to which virtual education is faced and unique strategies to promote it during the COVID-19 pandemic were discussed. Understanding these challenges helps to their elimination and provides practical solutions for them. These challenges and solutions can lead to effective virtual education and thus increase the quality of learning.

<p class="0abstract">Digital technologies have been earsplittingly discussed for a long time with multi-sides of enormous benefits and challenges in educational application. When the Covid19 pandemic has outbreak worldwide, global governments have popularly employed the movement control order (MCO) and social distances policies, international borders closed, schools and higher education applied for fully online courses. Several studies show that digital readiness is the crucial factor that significantly impacts students' satisfaction and success in online learning. This study will analyze the overall resources and digital readiness in multi-sides to enhance student learning and development outcomes through an online learning environment. For this purpose, Scopus and web of science databases are used to find the literature. The final 32 articles are select for the S.L.R. (systematic literature review). The bibliometric analysis will conduct for text frequency co-occurrence to identify the cluster themes. The vital step of data classification will process according to the author's segmentation and published research settings. In the last findings of the study, reports will explain past literature and recent outbreak. The findings cover three main themes: digital readiness in learning management, digital readiness for learners, and digital readiness for educators. During the covid19 pandemic, the concept of digital readiness for educators concealed in both healthcare advising and lesson teaching in home-based learning models. These findings are expected to benefit stakeholders involved in online teaching and learning during and resilient post-Covid-19 pandemic.</p>

PurposeThe global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic.Design/methodology/approachTo conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).FindingsIt was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills.Research limitations/implicationsIn the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers.Practical implicationsThe current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis.Social implicationsStudents and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments.Originality/valueThe paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments.

Differences in stress levels between junior high school students and college students during online learning

Online learning has rapidly grown internationally in Higher Education due to advanced digital technologies and the COVID-19 pandemic. In addition, it offers flexibility and convenience for students. According to Meyer (2014), student engagement has a positive relationship with student satisfaction, persistence and academic performance, particularly in online learning environments. This pilot study aims to investigate how learning designers perceive students' cognitive engagement in online learning to inform the design and creation of online tasks and activities that foster these behaviours. Eight learning designers from two Australian universities participated in semi-structured interviews. They were asked three sets of questions in relation to students’ cognitive engagement during three types of interactions (Moore, 1989) – learner-to-teacher, learner-to-learner and learner-to-content interactions in online learning. Research indicates that these interactions foster student engagement in online learning environments (Bolliger & Martin, 2018; Kennedy, 2020; Martin & Bolliger, 2018). Thematic analysis (Braun & Clarke, 2012) was used to analyse the semi-structured interview transcripts. The data revealed three principal themes: (1) learning design considerations at the unit design and activity levels, (2) student learning footprints in an LMS and their artefacts, and (3) teachers’ and students’ preparedness prior to and during the units and virtual classes. First, eight design considerations were suggested by learning designers to create effective and engaging online learning environments. These design considerations were broad-ranging and encompassed the type of pedagogical strategies, the learning environment, content structure and concept checks to improve cognitive engagement. Furthermore, most of them tended to believe that interactive and collaborative activities could foster cognitive engagement in online learning. Second, the students’ learning footprint and their artefacts relate to their qualitative or quantitative contribution during the learning process. In this study, the student learning footprint includes the relevance of responses and individual student’s analytics in LMS (e.g., the number of clicks in LMS, the time spent watching videos, etc). It was not decisive which, if any of these, would provide better engagement, but both were suggested by learning designers as indicative of cognitive engagement. Finally, an unexpected descriptor for cognitive engagement, but a reasonably common suggestion from learning designers was that the preparedness of students and teachers was a factor that could impact the cognitive engagement of students. This included whether students had sufficient underpinning knowledge, prior experience of the subject or so much prior knowledge that they disengaged from “too simple” content and concepts. The preparedness of teachers extended to the clarity of instruction, whether they knew the intention of what they were teaching, and whether students were aware of where this was taking them. In future studies, we intend to explore how university teachers and students perceive cognitive engagement while preparing and during online teaching and learning and the correlations between the perceptions of learning designers, teachers and students. We hope the final findings can shape the teaching and learning process in Australian universities to provide an effective and engaging learning experience for students.