DUE DATE: 25

OCTOBER 2022
LECTURER:
LAUREN
JAMIE-LEE NIKITA
OLIVER
STUDENT
NUMBER:
ST10114401

EDUCATION RESEARCH IN PRACTICE

(ERPR7412) TASK 2: LITERATURE REVIEW
Research Topic: Are there any distinctions between online learning during the coronavirus
outbreak and classroom learning before.
Theoretical Approach:
I chose the Maslow Hierarchy, reason being my research topic is about the learners and the
effect that online learning has on the students during the pandemic. Maslow's hierarchy of
needs is a psychological theory that explains why people are motivated to pursue certain
wants at different levels. According to the hypothesis, people are driven to prioritize
meeting their wants. The most fundamental requirements come first, followed by more
sophisticated needs. Since the spring of 2020, transitioning to remote and hybrid learning
has been difficult for teachers and instructional coaches. We have developed these 7 lessons
to help your students continue to have access to excellent instruction and feel supported in
their learning while also helping them meet and even surpass these hurdles.
Lesson 2: Educating the complete child requires the classroom experience.
A disengaged student is one of the main barriers to distant learning. Turned off cameras, a
lack of activity (speaking up or typing in the conversation), and most obviously, unfinished
assignments are all indications of this. This made math instructor DonnaLee Tignor consider
what was lacking in the virtual setting that was effective in the classroom prior to the
pandemic. She hypothesized that stability was the solution, and in response, she produced
the Breakout Room in a Box, which can be found on our Teacher Artifacts website. Breakout
Room in a Box assists in increasing student accountability. Although it recognizes that there
has been a change in how learning is currently done, it uses this to your benefit by
essentially duplicating the way teachers lead small groups in the classroom and enabling you
to be in multiple places at once.
Lesson 3: Don't be too easy on your kids at this point.
The possibility that the COVID-19 crisis would worsen already-existing inequities is
something that the global higher education community must confront, according to "The
Impact of Covid-19 On Higher Education Around the World" from the IAU Global Survey
Report. A teacher who knows the pandemic has caused a huge disruption and decides to
ease up on the class won't help students who were already behind. Students, on the other
hand, require greater assistance as they struggle to advance to the following grade or stage.
What happens in the classroom now will have a significant impact on how schools around
the world will appear in the future (and more immediately) in the fall of 2021.
Lesson 4: The Value of Community
For pupils who learn at home, their schools are essentially their homes. Apart from family
members, their relationships with other people may only consist of digital faces, as required
or regulated by their professors.
Lesson 5: You are the Model, Your Students Are the Buyers, The Classroom Is a Runway
Imagine your classroom as a catwalk. You have this incredible library of classes that you
have created and adjusted for your students. Will they still buy it if they can't see the model
wearing it? Your lesson won't be purchased if your students (the customers) don't see you
modelling it. When you have assignment time, try including miniature versions of the
assignments. This will give students a chance to "try on" the lesson so that you can both
determine what works and what needs to be adjusted to ensure that they perform and feel
their best.
Literature Review:
Schools, training centres, and higher education institutions have been forced to close in
most countries because of lockdown and social isolation measures brought on by the
COVID-19 epidemic. The way educators deliver high-quality instruction—through a variety
of online platforms—has undergone a paradigm shift. Despite the difficulties faced by both
teachers and students, online learning, distant learning, and continuing education have
emerged as a cure-all for this unprecedented worldwide pandemic. Both learners and
teachers may experience a completely different learning. E-learning resources have been
essential in facilitating student learning while schools and universities have been closed due
to the pandemic (Subedi et al., 2020). Staff and student preparation must be assessed
during the transition to the new changes and supported appropriately. While students who
have a growth mentality readily adapt to a new learning environment, students who have a
fixed mindset find it challenging to adapt and modify. Online learning does not have a single
pedagogy that works for everyone. There are numerous topics with various requirements.
Different methods of online learning are required for various courses and age groups
(Doucet et al., 2020). Online learning also gives students with physical disabilities more
freedom to interact in the virtual environment while learning, needing less movement.
Students, parents, and educators all over the world have been affected by the unforeseen
ripple effect of the COVID-19 epidemic as schools have been closed to deal with the global
pandemic. Governments, first responders, and health officials are working hard to contain
the outbreak, and educational systems are doing their best to keep providing high-quality
instruction to everyone during this challenging period. Many students are experiencing
psychological and emotional hardship at home or in their living environment, making it
difficult for them to work well. The ideal methods for home-schooling children online have
not yet been determined (Petrie, 2020).
Beyond being enjoyable for the kids, school time helps them develop their social skills and
awareness. When pupils are not in school, there are negative effects on their social,
psychological, and economic well-being. As a result of taking a lot of these lessons online
and spending more time on virtual platforms, youngsters are now more susceptible to
online exploitation. Children are now spending more free time consuming potentially
harmful and violent stuff online, which increases their chance of being bullied online. More
families are turning to technology and digital solutions to keep kids
Conceptualisation:
Most students (89.4.3%) already had the necessary devices at home (television,
smartphone, laptop, etc.), 8% bought new devices, and 1.8% borrowed from others when
asked how they set up the electronic devices needed for online classes, according to the
replies. Few respondents said that their school or another party had donated them. There
might not have been enough gadgets in homes where more than one student required to
take online courses. Research (Education: From disruption to recovery, 2020) presented
from a global viewpoint claims that 706 million people live in homes without internet and
that about 826 million pupils are unable to attend school because they lack access to a
home computer. This will alienate low-income pupils, particularly those in rural areas of our
country.
In a way that allowed them to select numerous issues, students were asked what they
believed to be the causes of sporadic impediment to their online lessons. The most
frequently chosen option was network connectivity problems (76%) Poor network
connectivity may have been a problem for students, especially in rural locations. Even
instances of students in Uttarakhand being forced to hike for miles to get a good signal to
attend online lessons have surfaced (Roy, 2020). Broadband and optical fibre networks are
typically only found in and near urban areas. Some of the responders (6%), who experienced
power outages, were also significantly impacted. It's interesting to see that 13% of the
pupils weren't struggling at all.
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 COVID-19
pandemic has shown us that teachers and students/learners need to be trained on how to
use a variety of online educational resources. Teachers and students should be encouraged
to continue using such online tools to improve teaching and learning after the COVID-19
epidemic when regular classes begin.
(WORD COUNT: 1650)
REFERNCES:

- Basilaia G., Kvavadze D. (2020). Transition to online education in schools during a SARS-CoV-
2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 10.
https://doi.org/10.29333/pr/7937
- Dhawan S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of
Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
- 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 and UNESCO.
https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
- S. Roy, Education in Lockdown: Poor Internet Connectivity Shadows Online Classes, Many
Students Walking to Reception Areas the Hindustan Times (2020) Retrieved on August 1,
2020
- IJED Volume 91 article summaries. 2022, International Journal of Educational Development