Topic – Impact of covid19 Pandemic on Teaching and Learning.
Author :-Priti yadav
Literature review:
1. The impact is far reaching and has affected learning during this academic year or even more in the coming days. Several schools, colleges and universities have discontinued face-to-face teaching. There is a pressing need to innovate and implement alternative educational and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020).
2. The public care strategies have included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies have been put in place as the needed action to flatten the curve and control the transmission of the disease (Sintema, 2020).
3.While adapting to the new changes, staff and student readiness needs to be gauged and supported accordingly. The learners with a fixed mindset find it difficult to adapt and adjust, whereas the learners with a growth mindset quickly adapt to a new learning environment. There is no one-size-fits-all pedagogy for online learning. There are a variety of subjects with varying needs. Different subjects and age groups require different approaches to online learning (Doucet et al., 2020)
4. They added that while it is undeniable that online learning is the best solution for ensuring learning continuity in the era of the new norm, there are some drawbacks such as a lack of interactions, observing students’ incomprehension through facial expressions, cracking jokes, students’ participation, and interaction. These can be accomplished more effectively through face-to-face learning. It is also noted that learners demonstrate a lack of human engagement and difficulty in learning in online study groups, and they prefer face-to-face study groups in comparison to online. Educators had to stay resilient in the face of these rapid changes and prepare classes with urgent notices, but many college learners found it struggling to learn online. Despite the Ministry of Education, the government, educational institutions, policies and preparations, the question of whether educators and learners in Malaysia are prepared for online learning continues. As online learning should be implemented by educators during the Covid-19 outbreak (to restrict student movement), and because it is being implemented for the first time by educators, researchers have identified opportunities to investigate the challenges faced by educators and learners in online teaching and learning (Bibi Noraini & Jihan, 2020).
5.It is also possible that some students’ careers might benefit from the interruptions. For example, in Norway, it has been decided that all 10th grade students will be awarded a high-school degree. A study carried out in France shows that the 1968 abandoning of the normal examination procedures in France, following the student riots, led to positive long-term labour market consequences for the affected cohort (Maurin & McNally, 2008).
6.With the availability of a sea of platforms and online educational tools, the users—both educators and learners—face frequent hiccups while using it or referring to these tools. Some of the challenges identified and highlighted by many researchers are summarized as follows: Broadly identified challenges with e-learning are accessibility, affordability, flexibility, learning pedagogy, life-long learning and educational policy (Murgatrotd, 2020).
7.As schools have been closed to cope with the global pandemic, students, parents and educators around the globe have felt the unexpected ripple effect of the COVID-19 pandemic. While governments, frontline workers and health officials are doing their best slowing down the outbreak, education systems are trying to continue imparting quality education for all during these difficult times. Many students at home/living space have undergone psychological and emotional distress and have been unable to engage productively. The best practices for online homeschooling are yet to be explored (Petrie, 2020).
8.Maslow before Bloom is the common phrase used in education circles. This must be the mission for online learning for the continuation of education during the present pandemic. The phrase is typically used to ensure that our students are safe and have their basic needs met before online learning commences. Domestic violence and child abuse are on the rise as the perpetrators are many a time at home or in the neighbourhood, which is a mental distraction and threat to the learners (Ravichandran & Shah, 2020).
9.The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all countries and territories. The outbreak was first identified in December 2019 in Wuhan, China. The countries around the world cautioned the public to take responsive care. The public care strategies have included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies have been put in place as the needed action to flatten the curve and control the transmission of the disease (Sintema, 2020).
10.Lockdown and social distancing measures due to the COVID-19 pandemic have led to closures of schools, training institutes and higher education facilities in most countries. There is a paradigm shift in the way educators deliver quality education—through various online platforms. The online learning, distance and continuing education have become a panacea for this unprecedented global pandemic, despite the challenges posed to both educators and the learners. Transitioning from traditional face-to-face learning to online learning can be an entirely different experience for the learners and the educators, which they must adapt to with little or no other alternatives available. The education system and the educators have adopted “Education in Emergency” through various online platforms and are compelled to adopt a system that they are not prepared for.
E-learning tools have played a crucial role during this pandemic, helping schools and universities facilitate student learning during the closure of universities and schools (Subedi et al., 2020).
Conclusion:
The study on the impact of the COVID-19 pandemic on teaching and learning across the world concludes that although various studies have been carried out, in the case of developing countries, suitable pedagogy and platform for different class levels of higher secondary, middle and primary education need to be explored further.
The lesson learnt from the COVID-19 pandemic is that teachers and students/learners should be oriented on use of different online educational tools. After the COVID-19 pandemic when the normal classes resume, teachers and learners should be encouraged to continue using such online tools to enhance teaching and learning.
Reference:
1. Dhawan S. (2020),Online learning: A panacea in the time of COVID-19 crises, Journal of Educational Technology, volumn49(1), may 2022, India.
2. Sintema E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education, Journal of Mathematics, Science and Technology Education, volumn 16(7), April 2020
3.Doucet A., Netolicky D., Timmers K., Tuscano F. J. (2020). Thinking about pedagogy in an unfolding pandemic (An Independent Report on Approaches to Distance Learning during COVID-19 School Closure). Work of Education International
4. Bibi Noraini, M. Y., & Jihan, A. (2020). Are We Prepared Enough? A Case Study of Challenges in Online Learning in a Private Higher Learning Institution during the Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7, 205-212.
5.Maurinn E., McNally S. (2008). Vive la révolution! Long-term educational returns of 1968 to the angry students. Journal of Labor Economics, 26(1).
6.Murgatrotd S. (2020, March). COVID-19 and Online learning, Alberta, Canada.
7.Petrie C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations.
8.Ravichandran P., Shah A. K. (2020 July). Shadow pandemic: Domestic violence and child abuse during the COVID-19 lockdown in India. International Journal of Research in Medical Sciences,volumn 08(08), July 2020
9.Sintema E. J. (2020 April 7). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7).
10.Subedi S., Nayaju S., Subedi S., Shah S. K., Shah J. M. (2020). Impact of e-learning during COVID-19 pandemic among nurshing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 9.