Online Teaching During The Pandemic
During the pandemic, many educators moved in to the online mode of teaching as the schools were completely shut due to lockdown (Tadesse and Muluye 2020). Most of the countries did not even have the internet facilities to take online classes so shortly so they took some time to develop their facilities in terms of online classes. At this time, we concentrated more on the well-being of the students rather than pressurizing them in their academic work. We introduced the option of having online classes where they had to join an online communication platform MS Teams through a code (Trayner 2022). This made them associate themselves with their other classmates and the classes began to place. Relating to our practice, initially we did not face much trouble but as time was proceeding, we started getting issues like over-crowded online classes which created a lot of disturbances in remote teaching. Most of the students were using inappropriate means of writing their assignments. It was difficult to find out these inappropriate aspects as in online education we cannot see the students in person thus, we fail to get an idea about what they are up to. We even learned that being attentive is so important for students because in online classes it becomes tough to keep a track on each and every student. We learned that we need to focus more on provide quality education to the children rather than quantity education to the children who are present in the online classes.
The communities of practice are said to be formed by the people who engage themselves in a certain process of learning a specific share domain relating to human endeavour. It is mainly a tribe who is learning to survive along with number of artists who are involved in seeking different platforms of expressions. The main values of this kind of practice that are to create a passion for a particular thing and then mastering it with the help of regular interactions. It is basically an identity which shares the interest in the same domain. The community of practice is said to be applied as the practitioners take a collective responsibility towards attaining a desired position in terms of acquiring the best results that are said to be appropriate. The practitioners make a direct link with the learnings as well as the performances. They tend to address different tactics along with dynamic approaches towards gaining knowledge and helps in making better knowledge creation. Creating certain geographic boundaries for allowing people to interact with each other in a better way that is considered to be possible. It is different from connectivism theory as community of practice brings together different people who share similar interests where as in connectivism it simply brings together different thoughts and learnings to reach a desired goal. A community shares the same values but a group does not seem to share the same value and thus, they tend to differ in terms of practice.
The two initiatives for online professional development communities are EADTU’s Empower initiative and The Inter-agency network for education in emergencies (INEE). The EADTU is referred to as the action program that is being held to empower the new modes of teaching and even allowing the new blend of learning through the medium of e-leaning. It is mainly the perfect combination of face to face along with different learnings which will help the professionals to foster teaching in an appropriate way that is considered to be possible. It is mainly of sharing the different ideas as per the communications are concerned and makes different ideologies which are considered to be needed (Chang et.al., 2021). There are several ideas which helps in making new options as per the ideas in making them work towards the best modes of teaching. The INEE initiative on the other hand is to ensure quality, relevant along with safer education for all the people who are being affected by the emergency (Nartiningrum and Nugroho 2020). It is mainly a global network of students that represents certain agencies which support the education of others and even seek to broaden its aspects in a better way that is considered to be possible. It ensures that all the children, adults along with youth have the right to education even in the times of emergency. The EADTU’s empower initiative is said to have 21 partners in almost 16 countries. The transferable resources in this context allows to make different changes which are used in the improving the professional developments in the country as well as working for the right to equality of education
Out of 7 billion people in the world, it is being reported that 6 billion people have the access to mobile phones (UNESCO, 2022). With the advent of internet and other technologies, texts are being brought to the mobile reading facility which helps number of people to work with the information even if they are not getting access to it immediately. The three ways it helps in enhancing the knowledge are the following:
- It is available to everyone without worrying about the accessibility. It helps to save time as the text is available in the form of mobile reading and it does not create any kind of issues in reaching out to these texts as they are being conveniently accessed.
- It helps to make a better, research, as the study materials or the texts are always available on the mobile reader and the missed-out points can be rechecked thoroughly (mobile learning, 2022).
- To prepare for the entrance examinations with all the related points present in them and making the best use of the study materials which are considered to be there.
The limitations are being mentioned below:
- The mobile readers tend to develop a habit of extracting all of their knowledge from the mobile sources whereas they do not focus on other researches thar might contribute to their studies (Jegede 2020).
- The mobile readers limit their area of experiences where most of the ideas are being dealt with the changes concerned with the new areas of practical knowledge.
- The mobile devices tend to divert the level of concentration and hampers the educational qualifications of the individuals.
The teacher example of my interest is being tangible to new changes and how these changes help in finding out better examples to work on the aspects well. The idea of being tangible in terms of teaching helps to cater to the maximum changes that show different aspects around the world and even helps in indulging new aspirations towards dealing with the ideas in an appropriate way (OECD, 2022). The Orlando’s way of change that can be applied to the way of teaching is through developing tangible techniques which makes better understanding of the work and even helps in making new methods to overcome the challenges well in the country. There are better ideas which helps to enhance the knowledge and make more tangible outcomes towards initiating different learning areas which are considered to be present and makes them understand the work in an appropriate way (Chertoff et.al., 2020). Being tangible allows to focus on different aspects and work on the techniques in a more simplified way so that none of the problems tend to occur in the educational sector. There are different areas which helps in making certain areas that allows them to work on the aspects which helps in increasing flexibility and even allows to enhance the knowledge in an appropriate way that is considered to be possible in the educational sphere.
The podcast named as Post-Pandemic Online learning deals with the future of education and how to follow an active-learning models for children so that they develop better learning aspect in the educational field (Ubel 2022). Online education is mainly a kind of digital revolution that came into picture after the pandemic that had hit the world and affected the educational systems largely. Initially, the idea of applying new knowledge into understanding the work was difficult but as time it got better and more interesting towards educating people through the online learning. The online learning’s importance is being highlighted in this podcast and gives a message on promoting virtual learnings for higher education. There are several digital applications towards understanding the virtual learnings and make new changes as the pandemic had hit widely in the nation (Mbunge et.al., 2020). The technological advancements help in dealing with the digital revolution also give us the opportunity to deal with any problems that might arise in the field of education. To overcome certain issues and dealing with new challenges and making the online platforms more informative so that most of the ideas are being learned in an appropriate way and higher education becomes much easier as students get more time in learning the better and inclining more time in researching (Akat and Karata? 2020). The faculty has more to deal with the ideas where the students are being helped thoroughly and they are being given proper guidance to overcome the difficulties which they tend to face in the digital aspect of education.
References
Akat, M. and Karata?, K., 2020. Psychological effects of COVID-19 pandemic on society and its reflections on education. Electronic Turkish Studies, 15(4).
Chang, T.Y., Hong, G., Paganelli, C., Phantumvanit, P., Chang, W.J., Shieh, Y.S. and Hsu, M.L., 2021. Innovation of dental education during COVID-19 pandemic. Journal of Dental Sciences, 16(1), pp.15-20.
Chertoff, J.D., Zarzour, J.G., Morgan, D.E., Lewis, P.J., Canon, C.L. and Harvey, J.A., 2020. The early influence and effects of the coronavirus disease 2019 (COVID-19) pandemic on resident education and adaptations. Journal of the American College of Radiology, 17(10), pp.1322-1328.
Jegede, D., 2020. Perception of undergraduate students on the impact of COVID-19 pandemic on higher institutions development in Federal Capital Territory Abuja, Nigeria. Electronic Research Journal of Social Sciences and Humanities, 2(11), pp.211-222.
Mbunge, E., Fashoto, S., Akinnuwesi, B., Gurajena, C., Metfula, A. and Mashwama, P., 2020. COVID-19 pandemic in higher education: critical role of emerging technologies in Zimbabwe. Available at SSRN 3743246.
mobile learning, 2022. Find my downloads in Windows 10. [online] Support.microsoft.com. Available at: <https://support.microsoft.com/en-us/windows/find-my-downloads-in-windows-10-de903ee9-7d37-256b-9145-f0f016c5aed8> [Accessed 14 March 2022].
Nartiningrum, N. and Nugroho, A., 2020. Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic journal of English language and education, 4(2), pp.115-140.
OECD, 2022. Global Teaching InSights. [online] Oecd-ilibrary.org. Available at: <https://www.oecd-ilibrary.org/education/global-teaching-insights_20d6f36b-en> [Accessed 14 March 2022].
Tadesse, S. and Muluye, W., 2020. The impact of COVID-19 pandemic on education system in developing countries: a review. Open Journal of Social Sciences, 8(10), pp.159-170.
Trayner, W., 2022. Download files from the web. [online] Support.microsoft.com. Available at: <https://support.microsoft.com/en-us/windows/download-files-from-the-web-abb92c09-af3a-bd99-d279-a89848b54b0b> [Accessed 14 March 2022].
Ubel, B., 2022. Ep. 13 | Post-Pandemic Online Learning: A New Digital Revolution. [online] Wiley. Available at: <https://universityservices.wiley.com/podcast-bob-ubell-post-pandemic-online-learning/> [Accessed 14 March 2022].
UNESCO, 2022. Find my downloads in Windows 10. [online] Support.microsoft.com. Available at: <https://support.microsoft.com/en-us/windows/find-my-downloads-in-windows-10-de903ee9-7d37-256b-9145-f0f016c5aed8> [Accessed 14 March 2022].
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