Pub Date : 2023-01-23DOI: 10.1177/20427530231153944
Mukti Thapaliya, Sanjay Adhikari, Lal Rana
This qualitative study explored teachers’ use of technology to manage teaching and learning activities during COVID-19 in Nepalese higher education institutions. To this end, 11 teachers from three universities located in five provinces of Nepal were purposefully selected. Their experiences of using technological tools were explored through semi-structured interviews and document analysis. The findings show that the implementations of online teaching and learning to manage students’ learning loss during the COVID-19 were marred by paradoxical policy, insufficient resources, teachers’ attitudes, socio-psychological issues, the lack of trained teachers and connection among technology, curriculum, pedagogy and assessment. Interestingly, the findings demonstrate that the teachers have taken the COVID-19 crisis as an opportunity for learning to use technologies in their teaching and learning activities. Based on these findings, we suggest that the government of Nepal needs to design an action plan to facilitate free mental health and wellbeing counseling programmes for students and teachers, provide sufficient devices with internet access to their students and train teachers and staff on how they can blend technologies, pedagogies and contents.
{"title":"Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions","authors":"Mukti Thapaliya, Sanjay Adhikari, Lal Rana","doi":"10.1177/20427530231153944","DOIUrl":"https://doi.org/10.1177/20427530231153944","url":null,"abstract":"This qualitative study explored teachers’ use of technology to manage teaching and learning activities during COVID-19 in Nepalese higher education institutions. To this end, 11 teachers from three universities located in five provinces of Nepal were purposefully selected. Their experiences of using technological tools were explored through semi-structured interviews and document analysis. The findings show that the implementations of online teaching and learning to manage students’ learning loss during the COVID-19 were marred by paradoxical policy, insufficient resources, teachers’ attitudes, socio-psychological issues, the lack of trained teachers and connection among technology, curriculum, pedagogy and assessment. Interestingly, the findings demonstrate that the teachers have taken the COVID-19 crisis as an opportunity for learning to use technologies in their teaching and learning activities. Based on these findings, we suggest that the government of Nepal needs to design an action plan to facilitate free mental health and wellbeing counseling programmes for students and teachers, provide sufficient devices with internet access to their students and train teachers and staff on how they can blend technologies, pedagogies and contents.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44050861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1177/20427530221147112
Natalie Nussli, Kevin Oh, Jason P. Davis
This research investigates teacher candidates’ experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty’s emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants’ engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students’ motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching.
{"title":"Capturing the successes and failures during pandemic teaching: An investigation of university students’ perceptions of their faculty’s emergency remote teaching approaches","authors":"Natalie Nussli, Kevin Oh, Jason P. Davis","doi":"10.1177/20427530221147112","DOIUrl":"https://doi.org/10.1177/20427530221147112","url":null,"abstract":"This research investigates teacher candidates’ experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty’s emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants’ engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students’ motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48744882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1177/20427530221140679
Brenna Hassinger-Das, Rebecca A. Dore
This study describes how 3- to 8-year-olds’ justifications for their reality status judgements about people on YouTube relates to their age and previous YouTube watching experience. Using a within-subjects design, children were asked about their beliefs regarding the reality status of a purported YouTube video and provided justifications for their responses. Caregivers provided information about children’s home media use and children were asked about their favorite YouTube videos. Results suggest that increased age—and not amount of experience with YouTube—relates to a more nuanced understanding of YouTube as evidenced by a consideration of the medium in justifying reality status judgments.
{"title":"“Sometimes people on YouTube are real, but sometimes not”: Children’s understanding of the reality status of YouTube","authors":"Brenna Hassinger-Das, Rebecca A. Dore","doi":"10.1177/20427530221140679","DOIUrl":"https://doi.org/10.1177/20427530221140679","url":null,"abstract":"This study describes how 3- to 8-year-olds’ justifications for their reality status judgements about people on YouTube relates to their age and previous YouTube watching experience. Using a within-subjects design, children were asked about their beliefs regarding the reality status of a purported YouTube video and provided justifications for their responses. Caregivers provided information about children’s home media use and children were asked about their favorite YouTube videos. Results suggest that increased age—and not amount of experience with YouTube—relates to a more nuanced understanding of YouTube as evidenced by a consideration of the medium in justifying reality status judgments.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43487926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1177/20427530221108014
H. Cartner, Denise Cameron
When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.
{"title":"Investigating metacognitive strategy awareness for multimodal listening","authors":"H. Cartner, Denise Cameron","doi":"10.1177/20427530221108014","DOIUrl":"https://doi.org/10.1177/20427530221108014","url":null,"abstract":"When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47259987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.1177/20427530221125858
O. Kwapong
The outbreak of Covid-19 led to the migration of 1729 adults, who had applied to the University of Ghana to go through an access course for writing the Mature Entrance Examination for admission into undergraduate programmes. A survey was conducted to explore the experiences of the students. The study revealed that over 90% of the respondents were proficient in the use of ICTs. They used the Sakai learning management platform, zoom, and emails for their teaching and learning engagements. Four in five (84%) respondents preferred 50% online tuition and 50% face-to-face tuition. They, however, had issues with poor internet connectivity, the high cost of data for the internet, and limited contact time. Basic support systems such as the provision of high-speed but affordable internet services and increased online interactions will be of help to such students.
{"title":"Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak","authors":"O. Kwapong","doi":"10.1177/20427530221125858","DOIUrl":"https://doi.org/10.1177/20427530221125858","url":null,"abstract":"The outbreak of Covid-19 led to the migration of 1729 adults, who had applied to the University of Ghana to go through an access course for writing the Mature Entrance Examination for admission into undergraduate programmes. A survey was conducted to explore the experiences of the students. The study revealed that over 90% of the respondents were proficient in the use of ICTs. They used the Sakai learning management platform, zoom, and emails for their teaching and learning engagements. Four in five (84%) respondents preferred 50% online tuition and 50% face-to-face tuition. They, however, had issues with poor internet connectivity, the high cost of data for the internet, and limited contact time. Basic support systems such as the provision of high-speed but affordable internet services and increased online interactions will be of help to such students.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-27DOI: 10.1177/20427530221124002
M. K. Hazzan
The phenomenal increase in the level of digital technologies has in no small measure enabled and opened new vista of possibilities that were hitherto inconceivable before the advent of these digital technologies. Indeed, this phenomenon has also increased the ‘crescendo’ of various seemingly impossible trends in the area of circulation of information in the globalised world in ways such as global rapid communication, unhindered and constant access to information, democratised production and dissemination of information and digital content, and the ability to coordinate global political activities or movements through several populist strategies and political antics employed by politicians. Currently, it is somewhat seemed intractable to separate truth from falsehood due to striking similarities in the appearance of the two. However, these phenomena have brought about untoward development resulting in the amplification of various forms of digital deceptions peddled on several digital devices. Like other countries, Nigeria, too, is battling with the rise in populism politics, fake news, ethnic nationalism (laden with ethnic jingoism), hate and dangerous speech and other kinds of digital deceptions, among others. The escalating herder-farmer communal clashes, ethno-religious crises in some states in Nigeria, a tsunami of misinformation and disinformation about COVID-19, as well as political tensions between the two dominant political parties (All Progressives Congress and People’s Democratic Party (PDP)), have been influenced by deceptions, untruths and political propaganda. Therefore, through extensive interaction with (and review of) both the extant and current literature, this paper: provides further insights into the evolving issues regarding deceptions, fake news, epistemic errors as well as democratic and social harms emanating from deceptions in the Nigerian polity. The methodology used in this paper involves a comprehensive but selective literature review conducted to locate papers (Journal articles and theses or dissertations) on the foregoing evolving issues. Also, literature related to each of the analyses of the trend of fake news and other forms of digital deceptions in the light of the emerging post-truth era and their potential impacts on the country is incorporated into the review. However, a conclusion is drawn from the findings while the paper recommends that curtailing the influence of digital deceptions and fake news on the body polity of Nigeria requires collective responsibility of all the stakeholders coupled with enhanced steps (which include but are not limited to: credibility, media skills, regulation, collaboration, media literacy, professionalism, gatekeeping, self-censorship as well as detection) towards fighting the menace and morbidity of digital deceptions in the country.
{"title":"Deception in the era of digital technologies and the distortion of reality and facts: An X-Ray of Nigerian peculiarities","authors":"M. K. Hazzan","doi":"10.1177/20427530221124002","DOIUrl":"https://doi.org/10.1177/20427530221124002","url":null,"abstract":"The phenomenal increase in the level of digital technologies has in no small measure enabled and opened new vista of possibilities that were hitherto inconceivable before the advent of these digital technologies. Indeed, this phenomenon has also increased the ‘crescendo’ of various seemingly impossible trends in the area of circulation of information in the globalised world in ways such as global rapid communication, unhindered and constant access to information, democratised production and dissemination of information and digital content, and the ability to coordinate global political activities or movements through several populist strategies and political antics employed by politicians. Currently, it is somewhat seemed intractable to separate truth from falsehood due to striking similarities in the appearance of the two. However, these phenomena have brought about untoward development resulting in the amplification of various forms of digital deceptions peddled on several digital devices. Like other countries, Nigeria, too, is battling with the rise in populism politics, fake news, ethnic nationalism (laden with ethnic jingoism), hate and dangerous speech and other kinds of digital deceptions, among others. The escalating herder-farmer communal clashes, ethno-religious crises in some states in Nigeria, a tsunami of misinformation and disinformation about COVID-19, as well as political tensions between the two dominant political parties (All Progressives Congress and People’s Democratic Party (PDP)), have been influenced by deceptions, untruths and political propaganda. Therefore, through extensive interaction with (and review of) both the extant and current literature, this paper: provides further insights into the evolving issues regarding deceptions, fake news, epistemic errors as well as democratic and social harms emanating from deceptions in the Nigerian polity. The methodology used in this paper involves a comprehensive but selective literature review conducted to locate papers (Journal articles and theses or dissertations) on the foregoing evolving issues. Also, literature related to each of the analyses of the trend of fake news and other forms of digital deceptions in the light of the emerging post-truth era and their potential impacts on the country is incorporated into the review. However, a conclusion is drawn from the findings while the paper recommends that curtailing the influence of digital deceptions and fake news on the body polity of Nigeria requires collective responsibility of all the stakeholders coupled with enhanced steps (which include but are not limited to: credibility, media skills, regulation, collaboration, media literacy, professionalism, gatekeeping, self-censorship as well as detection) towards fighting the menace and morbidity of digital deceptions in the country.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47666312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1177/20427530221117331
Seyfullah Gökoğlu, Servet Kılıç
This study investigates pre-service computer science (CS) teachers’ perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Türkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers’ abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.
{"title":"Programming learning and teaching of pre-service computer science teachers: Challenges, concerns, and solutions","authors":"Seyfullah Gökoğlu, Servet Kılıç","doi":"10.1177/20427530221117331","DOIUrl":"https://doi.org/10.1177/20427530221117331","url":null,"abstract":"This study investigates pre-service computer science (CS) teachers’ perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Türkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers’ abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44755692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1177/20427530221117329
M. Olweny, A. Ndibwami, Achilles Ahimbisibwe
This paper investigates how students in two schools of architecture in East Africa, engaged with educational activities during the early phase of the COVID-19 lockdown. The COVID-19 lockdown and shift to emergency remote teaching and learning raised a number of questions for architectural education. These relate to access, equity and pedagogical approaches, which emerged through this study. The paper presents the findings of the study carried out in the University of Rwanda, and Uganda Martyrs University, along with the implications of the findings for architectural education. Making use of an online questionnaire distributed via QualtricsXM, the study attracted 70 student participants. The paper concludes with some suggestions for architectural educators as they rethink the embedded pedagogical traditions of architectural education, and how these must adapt for the future in order to cope with future shocks and disruptions.
{"title":"Online architectural education: Reflections on COVID-19 emergency remote learning in East Africa","authors":"M. Olweny, A. Ndibwami, Achilles Ahimbisibwe","doi":"10.1177/20427530221117329","DOIUrl":"https://doi.org/10.1177/20427530221117329","url":null,"abstract":"This paper investigates how students in two schools of architecture in East Africa, engaged with educational activities during the early phase of the COVID-19 lockdown. The COVID-19 lockdown and shift to emergency remote teaching and learning raised a number of questions for architectural education. These relate to access, equity and pedagogical approaches, which emerged through this study. The paper presents the findings of the study carried out in the University of Rwanda, and Uganda Martyrs University, along with the implications of the findings for architectural education. Making use of an online questionnaire distributed via QualtricsXM, the study attracted 70 student participants. The paper concludes with some suggestions for architectural educators as they rethink the embedded pedagogical traditions of architectural education, and how these must adapt for the future in order to cope with future shocks and disruptions.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1177/20427530221117328
Sarah K Teeple, Amanda Benolken
The current mixed method study sought to clarify the complex relationships that may influence student achievement in online learning environments. In the United States, the number of students who are participating in some form of virtual or remote learning is increasing for a variety of reasons. However, the body of research regarding elementary or primary school student performance in online learning environments is limited and contains some contradictory findings. The researcher therefore sought to identify the relationships between student proficiency in social-emotional competencies using the Habits of Mind theoretical framework, social presence as defined by the Community of Inquiry framework, and student achievement on a writing performance task. The results indicate that there is a positive correlation between student social-emotional proficiency and student grades on a summative performance task. Survey data and narrative responses from individual interviews with teachers and students were used to further extend the discussion on thematic aspects of teaching and learning that were perceived to influence successful student performance and a robust sense of social interaction and community. Many of the narrative responses appear to describe ways in which social-emotional skills interact to create independent and resilient learners, with persistence and metacognition being the most frequently cited skills.
{"title":"Exploring the relationship between social-emotional competencies and student performance in online learning environments","authors":"Sarah K Teeple, Amanda Benolken","doi":"10.1177/20427530221117328","DOIUrl":"https://doi.org/10.1177/20427530221117328","url":null,"abstract":"The current mixed method study sought to clarify the complex relationships that may influence student achievement in online learning environments. In the United States, the number of students who are participating in some form of virtual or remote learning is increasing for a variety of reasons. However, the body of research regarding elementary or primary school student performance in online learning environments is limited and contains some contradictory findings. The researcher therefore sought to identify the relationships between student proficiency in social-emotional competencies using the Habits of Mind theoretical framework, social presence as defined by the Community of Inquiry framework, and student achievement on a writing performance task. The results indicate that there is a positive correlation between student social-emotional proficiency and student grades on a summative performance task. Survey data and narrative responses from individual interviews with teachers and students were used to further extend the discussion on thematic aspects of teaching and learning that were perceived to influence successful student performance and a robust sense of social interaction and community. Many of the narrative responses appear to describe ways in which social-emotional skills interact to create independent and resilient learners, with persistence and metacognition being the most frequently cited skills.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1177/20427530221117327
B. Sarkar, Nazrul Islam, Pinku Das, Abdul Miraj, Manoj Dakua, Manojit Debnath, R. Roy
Since March 2020, all academic institutions have been closed due to the COVID-19 pandemic and have been encouraged online mode of education to the students in West Bengal, India. The most profound negative effect of the school closure has been noticed on primary education. This research examines how school closures in both government and private primary schools in West Bengal result in uneven teaching-learning opportunities in formal and non-formal education during the COVID-19 pandemic. The present study was conducted based on an online survey in West Bengal using a structured questionnaire. The Kolmogorov-Smirnov Test, Shapiro-Wilk Test, Pearson Chi-squared (χ2) test, and logistic regression were used to check the relationships among the variables. Based on 473 responses to an online survey administered to the parents and educated family members of 3–10 years aged children from both government and private primary schools in West Bengal. The authors' analysis shows the teaching-learning opportunities varied significantly. Further, the study revealed a noticeable gap between government and private primary schools. The study depicts that students from urban areas have more accessibility to online education than those living in rural areas. The study revealed that 98.7% of private schools and 33.7% of students from government primary schools could access online education. Statistically significant differences were observed between both categories of schools in academic affairs during the pandemic.
{"title":"Digital learning and the lopsidedness of the education in government and private primary schools during the COVID-19 pandemic in West Bengal, India","authors":"B. Sarkar, Nazrul Islam, Pinku Das, Abdul Miraj, Manoj Dakua, Manojit Debnath, R. Roy","doi":"10.1177/20427530221117327","DOIUrl":"https://doi.org/10.1177/20427530221117327","url":null,"abstract":"Since March 2020, all academic institutions have been closed due to the COVID-19 pandemic and have been encouraged online mode of education to the students in West Bengal, India. The most profound negative effect of the school closure has been noticed on primary education. This research examines how school closures in both government and private primary schools in West Bengal result in uneven teaching-learning opportunities in formal and non-formal education during the COVID-19 pandemic. The present study was conducted based on an online survey in West Bengal using a structured questionnaire. The Kolmogorov-Smirnov Test, Shapiro-Wilk Test, Pearson Chi-squared (χ2) test, and logistic regression were used to check the relationships among the variables. Based on 473 responses to an online survey administered to the parents and educated family members of 3–10 years aged children from both government and private primary schools in West Bengal. The authors' analysis shows the teaching-learning opportunities varied significantly. Further, the study revealed a noticeable gap between government and private primary schools. The study depicts that students from urban areas have more accessibility to online education than those living in rural areas. The study revealed that 98.7% of private schools and 33.7% of students from government primary schools could access online education. Statistically significant differences were observed between both categories of schools in academic affairs during the pandemic.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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