STEP 3

-Review of Related Literature

Henny Mariah, (2020) Every element of human life—including the economy or
business, social interactions, health, and education—has undergone major upheaval
as a result of this pandemic. In the midst of a pandemic, e-learning systems are
regarded as the sole and most effective teaching-learning strategy. Teachers and
students could connect to the E-learning program that has been approved by the
institutions or the lecturers by simply accessing the internet from their homes.
Mohammed Abdullatif Almulla, (2022) these definitions define traditional
learning as an educational process, a teaching methodology, and a media. The use of
the Internet or online technology is not necessary for real-time communication
because the instructor and student are both present in the same room physically and
at the same time. Surprisingly, educational literature frequently compares a model
or teaching method to traditional learning and teaching in order to assess how
effective it is. According to, organizations that want their teaching personnel to
use e-learning technologies for teaching and learning should evaluate their
behavioral intention to do so.
Seble Tadesse, Worku Muluye, (2020) when schools reopen, the
educational institutions create plans to make up for lost learning and welcome back
pupils. The face-to-face education system in developing nations has been affected
by the coronavirus. School closures are stressful for kids, instructors, and
parents. Therefore, distance learning is a way to keep the educational system
going.
Mohammed Abdullatif Almulla (2022) it states that in order to assess online
teaching, online teaching abilities and competences must be identified. A change in
educational philosophy is necessary for teaching online. Online learning focuses on
the connection between the teacher and the student as well as the student and
knowledge, as opposed to traditional teaching, which is focused on the instructor's
endeavor to transfer their knowledge to the pupils. The effectiveness of an online
course requires more than just technical proficiency from a teacher; it also
requires a deliberate and creative mindset that prioritizes the student-centered
learning process.
Schleicher (2020) This implies that education is a common subject. With the
assistance of their parents and a desire to study, those from wealthy homes will
find a way around closed schools to locate alternative learning alternatives. If
the school closes, those from underprivileged backgrounds will continue to be
excluded.
This problem highlights the multiple disparities in our educational institutions,
from the lack of bandwidth and computers for online learning to the lack of
conducive conditions for concentration on learning to the inability to recruit
excellent instructors to the most difficult classrooms.
The chance exists that, despite the fact that these injustices are accentuated at
this time of crisis, we won't revert to the unfair status quo when things return to
"normal" Having agency and it is the nature of our collective and organizational
response to disruption that determines how we are affected by it. Our actions
change the system, and only mindful action can prevent the collapse of the
education system.
If school closures are necessary in the short term, the impact on learners,
families and educators, especially those in the most marginalized groups who lack
access to digital learning resources or lack resilience and commitment to self-
study. Can be mitigated. . We can work together internationally to share open
online educational resources and digital learning platforms, and encourage
technology companies to join us in this effort. Rapidly improve digital learning
opportunities for teachers and facilitate cross-border teacher collaboration. And
you can use that momentum to adapt your curriculum and learning environment to the
needs of the 21st century.
Barron (2021) this shows the overwhelming impact of the pandemic. This global
crisis is also a great time for learning. We learn how education systems, policy
makers, teachers, students and families can be adaptable and resilient. This blog
(part of a series highlighting key lessons from upcoming research on understanding
the perceived effects of distance learning solutions) focuses specifically on
teachers and how they rapidly rethink human nature. It summarizes the lessons
learned in different countries, focusing on what needs to be done. Connections and
interactions that foster learning. The role of the teacher is rapidly evolving and
in many ways has become more challenging than face-to-face learning alone. The
pandemic has changed two key factors for her. First, pedagogical adaptation has
proven important, as traditional on-site teaching models are not adaptable to
distance learning environments. Regardless of the type of channel used (radio,
television, mobile her device, online her platform, etc.), teachers need to adapt
their practice and be creative to engage their students. This is because most
families without the right environment need support in the classroom. Learn. Some
countries encourage teachers to do this. In Sierra Leone, radio is the primary
distance learning channel, so students have a 'live' toll-free line where they can
call their teacher if they have any questions, and the radio class schedule ensures
that children are routinely challenged with help are given time to spend with their
families.

Second, the pandemic has changed the way teachers allocate their time between
teaching, interacting with students, and administrative tasks. A survey conducted
by the Institute Peninsula found that in Brazil, 83% of teachers felt unprepared
for distance learning, 67% worried, 38% tired, satisfied or satisfied. Less than
10% of teachers had the pandemic has highlighted the need for flexibility and more
time for student-teacher interaction. In Estonia, for example, teachers are given
autonomy to coordinate curriculum, lesson plans and time.
Christopher Yaw Kwan (2022) this topic explores the relationship
between a student's level of digital skills and the level of stress they
experience. However, evidence from both cross-sectional and longitudinal studies is
limited. The primary aim of this study was to fill this gap in the literature by
investigating the relationship between digital skills and stress in teacher
candidates. The study used an online cross-sectional survey that was completed by
661 teachers who were to enter a teacher training college in Ghana. Results showed
that low digital skills among trainee teachers were associated with increased
stress levels during the period of online teaching and learning necessitated by the
COVID-19 pandemic. Rice field. The study also found that limited access to
resources for trainee teachers was a major source of stress. The primary coping
strategies used by trainee teachers to reduce stress were positive designs such as
B. Ask friends and family for advice, see the good in what's happening, and learn
from the experience. Recommendations include that teachers receive further training
in digital technology during early preparation.
Aleksandr Volkov (2022) we were initially interested in approaches
to developing soft skills in students and recent changes in the concept of soft
skills.
Which skills are most important for building a successful career, and which soft
skills are the first to grab the attention of employers? High, points out that
developing such skills is seen as a good investment for companies. Interpersonal
skills are important to employers, but many applicants and current employees lack
adequate interpersonal skills. Sujoba, E and others believe that graduates with
developed soft skills have a competitive advantage in the recruitment process and
can more easily complete jobs in lower management positions. Additionally, the
study points to the need to incorporate interpersonal skills training into
technology-oriented curricula. Today, soft skills (also known as general
competencies) are increasingly valued by employers as skills necessary for
professional success. Fernández-Arias, P. et al. pointed out that future education
models after COVID-19 will need to develop training programs that promote both hard
and soft skills. This emphasizes the need for university faculty to equip students
with the optimal level of interpersonal skills. A study by Anton Sancho of Á.
Vergara, D. Fernandez-Arias, P. showed how soft skills are related to individual
age. Age has some impact on a person's perception of soft skills, as older people
have more pessimistic perceptions of soft skills. Based on the research of Anton
Sancho. Other. Older participants may have lower self-esteem than middle-aged
participants.
Tim Doniphan and Michael Owen (2018) Description of School closures
due to COVID-19 are a global event of great magnitude, prompting all countries to
rethink education. Among the many changes brought about by this crisis is that all
education has been delivered through digital technology. The purpose of this
article is to analyze the activities carried out through digital technology during
this period and the concepts of teaching and learning reflected therein. We
developed an online Likert questionnaire to measure the frequency of classroom
activities. This question was answered by 1,403 Spanish teachers (734 primary
school teachers and 669 secondary school teachers). Suggested activities depend on
the learning that is facilitated (reproductive or constructive), the learning
outcome (verbal, procedural, or attitudinal), the type of assessment the activity
is intended for, and the presence or absence of cooperative activities. It’s
different. The main finding of this study was that teachers engaged in reproductive
activities more frequently than constructive activities. We also found that most
activities involved language learning and attitude learning. The cooperative
activity was the rarest. Finally, through cluster analysis he identified four
educational profiles, depending on the frequency and type of digital technology
used.
Passive, active, reproductive, interpretive. The variable that made the most
consistent difference was the past use of digital technology. These results
indicate that the use of information and communication technology (ICT) is
reproductive rather than constructive, making it difficult for students to
effectively incorporate digital technologies into their curriculum so that they can
acquire 21st-century skills. Is shown.
Tom Crick (2020) this study investigated the effectiveness of secondary
school teachers teaching in a fully online classroom environment during the sudden
shift to online teaching due to the novel coronavirus disease (COVID-19) pandemic.
The purpose of this study is to examine how specific variables, educational
experience, professional development (PD) experience, and educational support
correlate with perceived self-efficacy in teachers transitioning to online teaching
during the pandemic. Was to find out. Specifically, we investigated teachers'
perceptions of self-efficacy in the areas of student participation, teaching
strategies, classroom management, and computer literacy. The tool used to measure
teacher effectiveness in online instruction was a 32-item web-based questionnaire
administered to Ontario secondary school teachers from the Catholic District of
Southern Ontario School Board. We claim that our experience with online learning
has been: B. Additional Qualification Course (AQ) or Online PD. Increase teacher
self-efficacy in transitioning to online learning. Results suggest that higher
online teaching effectiveness scores correlate with participation in online AQ
courses and online PD sessions. The highest ratings for online teaching
effectiveness correlated with previous use of a learning management system (LMS)
provided by the school board. And the use of virtual technology is supported.
Although these indicators correlate with high ratings of online learning
effectiveness, further research is needed on how to better support teachers in
online learning environments.
Tracy Wilichowski (2021) this topic addresses Pre-pandemic, and the
idea that technology would revolutionize education was widespread. For example, it
was widely believed that technology would change the way teachers teach, but in
reality, not all teachers are equally enthusiastic about using technology as part
of their lessons (and it was). Some companies are more willing to integrate digital
solutions, while others are more resistant to technology integration. The
coronavirus (COVID-19) pandemic has demonstrated how poor technology integration is
leading to widespread learning disabilities. Restrictions on in-person instruction
due to school closures (among other factors) have exacerbated this trend.
Introducing technology to teachers is usually the first "easiest" step. However,
when new technology is introduced and teachers do not understand how to use it
effectively, teachers should be skeptical about its potential to improve teaching.
Policymakers should therefore promote the digital skills necessary for the
effective use of technology, strengthen the role of teachers, encourage the use of
these skills as part of practice, and ensure that when these new tools It is tasked
with critically assessing where and how it is applied. Problem Teaching works
(change policy if it doesn't work). However, these skills are not developed in
isolation or simply as technology becomes available.
Maryam Farhanah Binti Abdullah, Norazah Nordin, Nurfadhlina Mohd Sharef, &
Norhana Arsad (2021) the purpose of this study was to explore teachers' digital
technology skills and their impact on online teaching during the COVID-19 pandemic.
A mixed-method study design was used that included questionnaires and semi-
structured interviews with 121 teachers from six different schools in Malaysia. The
survey found that the majority of teachers have intermediate to advanced-level
digital technology skills. However, some teachers still faced challenges in their
ability to use online teaching platforms and adapt to the changes brought about by
the pandemic.
The review also revealed some impacts of teachers' digital technology skills on
online teaching during the COVID-19 pandemic. First, teachers' digital technology
skills have impacted their ability to design and deliver effective online lessons
and provide timely and meaningful feedback to students. Second, teachers with
higher levels of digital technology proficiency are now better able to manage
student engagement and motivation in online learning environments. Finally, the
study concluded that teachers' digital technology skills are important to ensure a
smooth transition from traditional face-to-face classes to online classes during
the COVID-19 pandemic.
Agnieszka Jasińska & Iwona Maciejowska (2021) This study desired
to investigate the role of teachers' digital competencies in online learning during
the COVID-19 pandemic. The study used a qualitative research design that included
in-depth interviews with 15 teachers from different Polish schools. Research shows
that teachers' digital literacy is critical to enabling effective online learning
during the pandemic. Teacher Digital her competencies include proficiency in using
a variety of digital tools and platforms, and the ability to create engaging and
interactive online learning materials.
The analysis also uncovered some of the challenges teachers faced in developing
digital skills during the pandemic. These challenges include a lack of access to
appropriate technology and infrastructure, limited training and professional
development opportunities, and the need for additional time and resources to create
online learning materials. Will be Despite these challenges, the study found that
teachers who were able to improve their digital skills were better able to deliver
quality online learning experiences to their students. Showed a different level of
academic teachers' assessments regarding their productivity in digital comp
competencies remote work, as well as assessments related to the quality of
professional life and the sense of mental well-being in the situation of the COVID-
19 pandemic. Even though several statements indicated a negative assessment of
their productivity, quality of professional life, and sense of mental well-being,
and that in all statements, the feeling of stress in the situation was observed,
the fact that some teachers revealed pro-social values, the implementation of the
mission of the teaching profession and the search for coping opportunities yourself
in the face of difficulties and inconvenient situations.
Dedy Riyan Rizaldi (2021) This indicates that learning during the pandemic
requires all teachers to be able to improve their literacy when it comes to using
technology to support the learning process. Due to the rapid paradigm shift from
face-to-face learning to online-based learning due to the COVID-19 pandemic.
Therefore, this activity was carried out to improve the utilization skills of
various learning support applications, especially the e-learning of the Ministry of
Religious Affairs, of the faculty members of Aaliyah Seminary plus Nurul Islam
Sekarvera. The Ministry of Religious Affairs E-Learning Application is an
application recommended by the Ministry of Religious Affairs of the Republic of
Indonesia for use in Madrasa level distance learning during the COVID-19 pandemic.
It is hoped that the use of the application in the learning process will increase
students' motivation and enthusiasm for learning during their study time at home
while respecting health protocols. A total of 36 teachers from Madrasah Aliya Plus
Nurul Islam participated in this activity. As for the introduction, this activity
consists of three phases: 1. Preparation phase, 2. The implementation phase, 3.
Evaluation phase. Each activity is subject to an evaluation process to determine
whether the activity achieves its intended purpose. Based on the activities
conducted, it can be concluded that this mentoring activity is necessary for
teachers to understand the use and implementation of the Ministry of Religious
Affairs e-learning application with various support functions. Also, after
conducting this activity, the teachers have become accustomed to using the Ministry
of Religious Affairs' e-learning application when carrying out the learning process
during the COVID-19 pandemic.
Carlo Giovannella (2020) The analysis is one of the first conducted in the
Italian school system to capture teachers' perspectives, experiences, and
perceptions of the impact of the COVID-19 pandemic on school education. This was
done two months after the lockdown began when the online teaching and learning
process was fully implemented and had reached a stable state. In this article, we
report descriptive and network analysis and exploration of causal relationships
among the investigated variables. Respondents generally reported that the response
from educational institutions and individual teachers was satisfactory and
prevented the collapse of the education system, but 6-10% of students lost contact,
and teachers' workloads were reduced. It increased significantly, and a problem
arose in personal time management. Although teachers were more likely to adopt
teaching strategies that replicated standard classroom dynamics, being able to
operate in this comfort zone resulted in positive feelings about using technology,
perceptions of improved digital skill acquisition, and increased teaching A change
in thinking about the process was born. This has raised awareness of the
sustainability of online education, with nearly a third of teachers expressing a
desire to adopt a mixed structure in their future teaching activities. Nearly all
participants recognized the importance of digital pedagogy and the need to
incorporate it into curricula to prepare future teachers.

Mehmet Hayri Sarı (2021) this qualitative study aims to evaluate the
online teaching experience of classroom teachers during the period of novel
coronavirus disease (COVID-19) in terms of technical teaching content knowledge
(TPACK). Interviews were conducted with 17 class teachers as part of the current
study. Data were collected through open-ended, semi-structured interview questions.
Analysis of the data showed that class teachers were competent in the components of
technical knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), and
pedagogical content knowledge (PCK). We thought it was, but we didn't think so
ourselves. It excels in the components of Technical Content Knowledge (TCK) and
Technical Pedagogical Knowledge (TPK), which are the result of integrating these
elements with technology. Participants were asked about their online education
experience, technology use, skills, and overall professional training needs during
COVID-19 and were not using digital tools primarily for educational purposes it has
been found. Teachers, therefore needed extensive educational support when designing
digital lessons. All these results suggest that the 21st-century teacher needs to
further develop her CK, PK, TCK, and TPK related knowledge and skills. This comes
from transferring this knowledge to her TPACK, the interface between technical
processes and all information.
Man Lei & Jane Me dwell (2021) According to a March 2020 review,
in response to the novel coronavirus disease (COVID-19) pandemic, Chinese
universities have switched to online education and emphasized collaboration in
online learning. However, little is known about the impact of online collaborative
learning (OCL) on student-teacher processes and the way they view their teaching
and learning. This qualitative study investigated the opinions of 18 student-
teachers about their experience with OCL and how it impacted them as learners and
future teachers. The participant reported that OCL helped her develop different
perspectives on learning and positively influenced her opinion of using OCL in the
future. They considered their personal experience at OCL to be an important aspect
of their growth as teachers. These results show how online learning affects
students' teacher attitudes and professionalism. Future teacher education programs
may offer her OCL as a classroom experience early on to change the student-
teacher's self-image from student teacher. The results of this study also show that
online co-teaching offers future teacher’s opportunities to collaborate, discuss,
and think about professional development as teachers. This encourages teacher
educators to rethink how to more effectively combine new forms of practice and
teaching theory in post-COVID-19 teacher education.
Marwa Mohamed Zalat (2021) this study highlights the challenges and
factors that influence the acceptance and use of e-learning as a teaching tool in
higher education. In this way, you can develop a strategic plan for successful
eLearning adoption and help you see this technology as a positive step towards
evolution and change.
Marina Aivazidi (2021) It is widely recognized that the COVID-19 pandemic has
had a significant impact on many aspects of people's lives. Restrictions on
relationships also affect education. The mandatory introduction of e-learning and
the use of information and communication technology in the educational process has
been the most important changes at all levels of education. But in any change in
pedagogy, teachers play an important role. This study investigated an elementary
school teacher's willingness to use her e-learning platform. Our results are
consistent with previous studies that have identified pedagogical skills, teacher
beliefs, and adequate infrastructure as critical factors for the successful
introduction of information technology in the educational process.
Ratna Setyowati Putri (2020) The purpose of this study was to identify the
limitations of online teaching, The learning process at home due to unprecedented
circumstances due to pandemic COVID19. Exploratory case studies were used in this
study and the research approach included A qualitative case-study methodology was
used to obtain information on limitations and limitations. Impact of the COVID-19
pandemic on teaching and learning activities in elementary schools school. In this
study, the respondents were her two elementary school teachers and 15 parents.
School in Tangerang, Indonesia. Here is a list of semi-structured interview
questions: It was developed based on relevant literature and helped to gather
detailed information. From respondents. The results of this study highlighted
several challenges Limitations faced by students, teachers, and parents when
learning online. The challenges related to students were: limited communication and
socializing among students, a higher challenge for students with special education
needs, and longer screen time. Parents saw the problem was more related to a lack
of learning discipline at home, and more time spent to assist their children's
learning at home - especially for children below Grade 4 in Primary School, a lack
of technology skills, and higher internet bills. Teachers identified more
challenges and constraints, including some restrictions in the choices of teaching
methods normally applicable in a regular face-to-face class, less coverage of
curriculum content, lack of technology skills that hinder the potential of online
learning, the lack of e-resources in the Indonesian language resulted in more time
needed to develop e-contents, longer screen time as a result of e-content creating
and giving feedback on students' work, more intense and time-consuming
communication with parents, the challenge for better coordination with colleague
teachers, principals, and a higher internet bill.
Olasile Babatunde Adedoyin (2023) This is the study that The World Health
Organization has declared the novel coronavirus disease (Covid-19) a pandemic that
poses a current threat to humanity. The pandemic has successfully forced the
closure of various activities, including educational activities, around the world,
which has led to a massive transition of universities in response to the crisis,
with online learning serving as an educational platform. Discussing how
universities, teachers, and students transition to crisis response, challenges, and
opportunities, it is clear that online learning is different from distance learning
in emergencies. If this pandemic is well studied and the challenges experienced are
turned into opportunities, online learning will become more sustainable, and
classroom activities will become more hybrid.
Ravi Singhal (2020) Research In India, traditional learning approaches in
universities follow passive learning and instruction-based learning. As technology
advances, so does the demand for evidence-based teaching and interactive, active
learning processes. To improve the quality of education and student achievement,
the Laureate International University Network uses a small-group, repetitive,
evidence-based, active learning process to earn a postgraduate diploma at the
University of Petroleum and Energy Research, Dehradun. We are making a unique
effort to implement. Academics apply for a practice program. In this study, active
learning processes using digital devices (mobile devices) and digital technologies
(modeling tools, simulations, online resources) and small to medium-sized virtual
classrooms can be applied to different scenarios at different educational levels.
integrated into This will help improve student performance during the COVID-19
pandemic. The proposed process applies both traditional and active learning
processes and offers the possibility of using mobile devices for digital content.
As part of this process, the teacher attends her two-month boot-her camp, which
consists of her four modules, where she learns about, uses, and applies digital
content to her course. The results showed that her active learning process provided
her students with significant benefits compared to traditional to traditional
learning, with student performance improving by 30%. In addition, we can see that
her average grade in long-termlong-term study of two engineering subjects increased
by 66.9%. Simulation-based experiments are performed to engage students and
teachers in active learning and simulation learning processes. This indicates that
the proposed approach (active learning) improves students' learning ability
compared to the traditional approach.
Tim Dolighan (2021) The purpose of this study was to examine secondary
teachers' efficacy for teaching in a fully online teaching environment during the
suddentransition to online teaching that happened due to the COVID-19 pandemic.
This study was aimed at understanding how specific variables, teaching experience,
professional development (PD) experience, and teaching supports might correlate
with self-efficacy perceptions of teachers transitioning to online teaching during
a pandemic in the domains of student engagement, instructional strategies,
classroom management, and computer skills. The instrument used to measure teacher
efficacy for online teaching was a web-based 32-item survey that was given to
Ontario secondary teachers in a greater Toronto district school board. We argued
that prior experience with online learning such as Additional Qualification (AQ)
courses or online professional development would build greater self-efficacy among
teachers as they transition to online learning. The results indicated that higher
online teaching efficacy scores correlated with having taken online Additional
Qualification (AQ) courses] and online professional development sessions. The
highest ratings for online teaching effectiveness correlated with previous use of a
learning management system (LMS) provided by the school board. And the use of
virtual technology is supported. Although these indicators correlate with high
ratings of online learning effectiveness, further research is needed on how to
better support teachers in online learning environments.
Jillianne Code (2020) This explains the disruption caused by the pandemic
declaration and the public health measures subsequently put in place that have
significantly impacted teachers' ability to support student engagement in
technology (TE) education. The purpose of this work is to consider the following
research questions:
How do TE teachers think the transition from emergency distance learning (ERT) to
blended learning will impact their careers next year?
Eileen Winter (2021) This is a exposure that makes online teaching
challenging for educators who are primarily trained to work face-to-face. The
Covid-19 pandemic and subsequent school closures have forced teachers to go online
to help students continue learning. This is no easy transition and success depends
on teachers having the skills, knowledge, and ability to teach online. As part of
the Adaptive and Inclusive Learning Environment (AILE) project, the study surveyed
38 Irish primary and secondary teachers about their use of technology and the
impact of COVID-19 on their work. The results show how teachers perceive their ow
skills and abilities and what challenges they experience using technology. This
study reveals the technical requirements for successful online teaching.
Justina A. Ogodo (2021) According to a recent report from the National Center
for Education Statistics ([NCES], 2019), more than 4.5 million students had part-
time and full-time online education prior to the COVID-19 pandemic. I was enrolled
in education. However, only about 23% of the courses or curriculums were delivered
in online mode. Lynch (2020) observed that despite the increase in online
enrollment in K-12 public schools, even one school has not reached 100% enrollment.
bottom. A fully online course. Still, many of the innovative school districts value
teachers' knowledge and expertise in pedagogical technology, which many lacked
because few colleges were prepared for online instruction. García & Weis, 2020;
Lane et al., 2019; Mao et al., 2019) . Research shows exponential growth in
enthusiasm for virtual or distance learning and technology-enabled K-12
experiences. However, the evidence for its efficacy is insufficient (Farmer & West
2019; Harris-Packer & Ségol, 2015; Lane et al., 2019).
Badia Hakim (2020) It addresses a widely-held assumption in the educational
community that the integration of technology into language classrooms can lead to
improved teaching and learning and positively impact the attainment levels of
language learners. The current situation due to the COVID-19 pandemic has created
many potential opportunities for language teachers to use online applications and
tools to improve the language skills of their learners. Unlike previous classroom
norms, where technology integration was a minor but important factor, due to the
current COVID-19 situation, it is a purely technology-driven classroom scenario.
Online education is pushed to the fore. However, with the integration of
technology-based learning strategies comes increasing challenges for EFL teachers.
The current study explores technology-integrated classrooms and aims to address the
challenges faced by EFLby EFLand findings teachers in Saudi Arabia during the
COVID-19 pandemic. To achieve a clear instrumental development of the data the
lockdowndesignlockdown design focused, on, researchers chose an exploratory
sequential mixture design after using a combination of questionnaires and online
interview techniques. Fifty language teachers from an English school (King
Abdulaziz University) participated in the study to collect data. These teachers
taught online modules from March to May 2020 due to the lockdown to combat the
pandemic. The study design focused on collecting data based on two aspects of her:
1. To explore the positive impact of technology integration in online EFL
classrooms during the COVID-19 pandemic. 2. Address the challenges facing educators
in technology-driven online teaching in the age of COVID-19. Findings show that
language teachers in Saudi Arabia still face many challenges despite having access
to a variety of technology-enabled applications and techniques such as Blackboard
Ultra, podcasting and podcasting. I was. Some of the most the most most the most to
modern common challenges include lack of access to modern devices, intermittent or
weak internet connectivity, low motivation levels, and poor learner attention.
However, despite these issues, reported and many most to and many language teachers
reported positive biases against the use of technology in EFL online courses.
Research findings highlight the productive use of technology-driven online EFL
classrooms, with a focus on strategic, competency-based learning and creating
strong virtual connections between educators and learners. I guessed Furthermore,
the results of this study will help policy makerspolicymaker policymakers positive
learning, educators, EFL teachers, and professional development professionals
understand the current aspects of COVID-19 and the future challenges of technology
integration in EFL's online classrooms. help you understand and make more informed
decisions.
Otieno Monica Auma (2020) The rapid rise of digital technology coupled with
internet connectivity to learning environments. It offers amazing possibilities for
blended learning approaches in the 21st century. Digital inclusion in the classroom
is important, but it needs to be well-equipped and teachers equipped with the
skills to do it. Consistent with this observation, this study sought to clarify
teachers' perceptions of online learning post-pandemic. This study explored the
underlying factors that influence effective online learning. A descriptive survey
design was used in this study. The subjects are 150 of her randomly selected
teachers. A survey questionnaire was used in this study as the primary data
collection tool. Data analysis relied on descriptive and inferential statistics,
and data were presented using tables. The survey results show that teachers have a
positive view of online teaching despite the many challenges that hinder its
effectiveness. This recommendation advocates the mainstreaming of online learning
into the curriculum. The rapid rise of digital technology combined with Internet
connectivity in the learning environment. It offers amazing possibilities for
blended learning approaches in the 21st century. Digital inclusion in the classroom
is important, but it needs to be well-equipped and teachers equipped with the
skills to do it. Consistent with this observation, this study sought to clarify
teachers' perceptions of the effectiveness of online learning post-pandemic. This
study explored the underlying factors that influence effective online learning. A
descriptive survey design was used in this stuTstudyjectsects are 150 of her
randomly selected teachers. A questionnaire was used as the primary data collection
tool in this study. Data analysis relied on descriptive and inferential statistics,
and data were presented using tables. Survey results show that teachers view online
teaching positively, despite the many challenges that hinder its effectiveness.
This recommendation advocates the mainstreaming of online learning into the
curriculum.
Agus Supriyanto (2020) The COVID-19 pandemic is impacting academics around
the world and causing problems for students. School counselors play an important
role in helping students solve problems and develop their potential through
counseling services that utilize digital media. This study focuses on discovering
different technologies being deployed and used by school counselors as part of
their counseling services during the COVID-19 pandemic. Research methods used case
study and qualitative descriptive methods in a survey of 20 teacher graduates
working as school counselors on different islands in Indonesia. This research
instrument used an open-ended questionnaire with distribution via Google Forms
media and descriptive qualitative data analysis. Research results reveal that
asynchronous media and technology-based synchronous media are the main alternatives
for online counseling services during the COVID-19 pandemic. With asynchronous
media on WhatsApp, Facebook, Instagram, or social media, and synchronous media on
Zoom, Webex, Google Meeting, or Hangouts, you can solve problems and unlock your
students' potential. Recommendations for school counselors to adapt immediately to
an era of upheaval and technology in counseling services. The next piece of advice
for governments concerns the management of teacher and student benefits.
Ishamuddin Mustapha (2021) This is a topic where digital technology is seen
as a gateway to solving many problems Problems arising from crisis. How can we
provide effective training? COVID 19? Extending classroom instruction into the home
is a daunting task for students.
The world is in a domestic situation as nations and the COVID-19 pandemic
learning. The study analyzes the entire resource and digital technology.
Tutoring from home is possible. For this purpose, Scopus and Web of Science
The database is used to search the literature. The 82 most recent articles are
selected.
SLR (Systematic Literature Search). Data inclusion and exclusion process
Used in PRISMA Statement 2015 to assess data quality. A bibliographic analysis is
performed for co-occurrence of texts and cooperation between authors in each
country.
Andrea del Carmen Corres Gallardo (2023) This topic highlights the critical
need for research on how the COVID-19 lockdowns have forced environmental educators
to increase their use of digital technologies, resulting in their impact on
classroom practice. I will explain what happened. Through interviews in Barcelona,
we explore how environmental educators perceive the opportunities and difficulties
that entail and how they relate to their competence in environmental education.
Informal educators report a more comprehensive range of digital tools than formal
teaching settings, citing the difficulty of sustaining learning impact in the
environment, especially when face-to-face teaching is replaced with digital
technology. emphasized. Respondents often found motivation challenging. We argue
that these experiences have less to do with previous use of digital technology by
educators, but rather with acquiring specific skills that help them manage their
emotions.