E-Learning: Online Teaching Experiences of Higher Education Teachers in India During the Covid19 Pandemic

Authors

Devaki National Institute of Technology Tiruchirappalli

DOI:

https://doi.org/10.34050/elsjish.v6i4.20298

Keywords:

COVID19 pandemic, Digital transition, E-learning, ICT

Abstract

The COVID19 pandemic has compelled teachers to convert their physical classes to online instruction within a brief time-frame. The study’s purpose is to investigate higher education teachers' perceptions and experiences of their online teaching after months of online instruction during the outbreak of pandemic situations and to examine the challenges faced by the teachers in adapting to the online teaching-learning process during the COVID-19 pandemic. The study employs a mixed-method approach to collect data. This method includes both quantitative and qualitative approaches to broaden the scope and intensity of the research. A survey has been conducted and a questionnaire is framed and has been disseminated among higher education teachers across colleges, universities of Tamilnadu and Karnataka. Overall, 194 respondents participated in the survey to express their views and experiences. The survey provided quantitative data, while open-ended questions in the questionnaire offered qualitative insights. The findings illuminate two primary challenges: the teachers' experiences with online teaching during the Covid-19, as well as their lack of knowledge in the online teaching and learning mode—in the survey, the quantitative data analysis highlight two issues: internet connectivity and self-inspection or monitoring. On the other hand, open-ended questions in the questionnaire offered qualitative insights on their perceptions and experiences regarding the easiness and benefit of technology utilization, the usefulness of technology, and also the support they experienced during the transition. the research recommends incorporating specific features into the Learning Management System (LMS). The research proposes blended or hybrid learning should be implemented because e-learning requires a significant amount of self-study or conscience; teachers should develop and provide high-quality e-resources to students, with an in-depth focus on conundrum during online interactive classrooms.

References

Alameri, J., Masadeh, R., Hamadallah, E., Ismail, H. B., & Fakhouri,H. N. (2020). Students’ Perceptions of E-learning platforms (Moodle, Microsoft Teams and Zoom platforms) in The University of Jordan Education and its Relation to self-study and Academic Achievement during COVID-19 pandemic. Advanced Research and Studies Journal, 11(5), 21-33.

Al-Husban, N. A., & Shorman, S. (2020). Perceptions of Syrian Student Refugees towards Blended Learning: Implications for Higher Education Institutions. International Journal of Emerging Technologies in Learning (iJET), 15(1), 45-60.

Alqahtani, A.Y.; Rajkhan, A.A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Educational Science, 10, 216.

Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? . Studies in English Language and Education, 7(2), 362-378.

Arasaratnam-Smith, L. A., & Northcote, M. (2017). Community in Online Higher Education: Challenges and Opportunities. Electronic Journal of e-Learning, 15(2), 188-198.

Muhammad, A., Rahman, F., Said, I. M., Hamuddin, B., & Nurchalis, N. F. (2019). A software to increase English learning outcomes: An acceleration model of English as the second language. The Asian EFL Journal, 26(6.2), 157.

Biggs J. (1996). Enhancing teaching through constructive alignment. Higher Education. 32, 347–364.

Caliskan, S, Kurbanov, R, Platonova, R, et al. (2020) Lecturers Views of Online Instructors about Distance Education and Adobe Connect. International Journal of Emerging Technological Learning 15, 145–157.

Claywell, L., Wallace, C., Price, J., Reneau, M., & Carlson, K. (2016). Influence of nursing faculty discussion presence on student learning and satisfaction in online courses. Nurse educator, 41(4), 175-179.

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.

Darius, P. S. H., Gundabattini, E., & Solomon, D. G. (2021). A Survey on the Effectiveness of Online Teaching-Learning Methods for University and College Students. Journal of The Institution of Engineers (India): Series B, 1-10. Avalilable at https://doi.org/10.1007/s40031-021-00581-x

Dick, G., Akbulut, A. Y., & Matta, V. (2020). Teaching and learning transformation in the time of the Coronavirus crisis. Journal of Information Technology Case and Application Research, 22(4), 243-255.

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE).

Hanafiah, W., Aswad, M., Sahib, H., Yassi, A. H., & Mousavi, M. S. (2022). The impact of CALL on vocabulary learning, speaking skill, and foreign language speaking anxiety: the case study of Indonesian EFL learners. Education Research International, 2022, 1-13.

Hentea, M., Shea, M. J., & Pennington, L. (2003). A perspective on fulfilling the expectations of distance education. In Proceedings of the 4th conference on Information technology curriculum (pp. 160-167).

Kelley, M., G. (2002) National educational technology standards for teachers, preparing teachers to use technology. Eugene, OR: International Society for Technology in Education (ISTE).

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open,1, 100012.

Mulder, M. (2014). Conceptions of professional competence. In S. Billett, C. Harteis, H. Gruber (Eds). International Handbook on Research into professional and practice-based learning. Springer.

Nwagwu,W.E. (2020). E-learning readiness of universities in Nigeria-what are the opinions of the academic staff of Nigeria’s premier university?. Educational Information Technology, 25, 1343–1370.

Pardede, E. (2015). The use of modern pedagogical techniques when introducing information technology students to entrepreneurship. Teaching in Higher Education, 20(6), 636-651.

Pinedo. (2021). Programa de Capacitación Docente: Tecnologías del Aprendizaje y del Conocimiento—TACs. Trabajo de Grado. Panamá: Universidad Especializada de las Américas. 2017.

Rahman, F., & Weda, S. (2018). Students’ perceptions in appreciating English literary works through critical comment: A case study at Hasanuddin University and Universitas Negeri Makassar. Asian EFL Journal, 20(3), 149-172.

Reyes-Chua, E., Sibbaluca, B. G., Miranda, R. D., Palmario, G. B., Moreno,R. P., & Solon, J. P. (2020). The status of the implementation of the e-learning classroom in selected higher education institutions in regionIV-A amidst the covid-19 crisis. Journal of Critical Reviews, 7(11), 253-258. Available at https://doi.org/10.31838/jcr.07.11.41

Schmidt, J. J., Gagnon, G. A., & Jamieson, R. C. (2016). Microalgae growth and phosphorus uptake in wastewater under simulated cold region conditions. Ecological Engineering, 95, 588-593.

Sukmawaty, Rahman, F. F., & Andini, C. (2022). Covid-19 Pandemic and Axiology of Communication: A Study of Linguistic Phenomena. IJISRT, 7(4), 1079-1087.

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15.

Tallent-Runnels, M. K., Thomas, J.A., Lan, W. Y., Cooper, S. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Journal. 76(1), 93-135.

Thomas, C., J. (2020) Coronavirus and challenging times for education in developing countries April 13. Brookings.

Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36.