Experiences of Online Learning and Teaching during the Second Phase of the COVID-19 Pandemic: A Study of In-Service Teachers at the Fiji National University

Autor/inn/en	Ibrahim, Fereal; Nath, Sangeeta; Ali, Sofia Shireen; Ali, Naqsheema Shareen
Titel	Experiences of Online Learning and Teaching during the Second Phase of the COVID-19 Pandemic: A Study of In-Service Teachers at the Fiji National University
Quelle	In: International Education Journal: Comparative Perspectives, 21 (2022) 2, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Foreign Countries; College Faculty; COVID-19; Pandemics; Instructional Effectiveness; Teaching Methods; Online Courses; Inservice Teacher Education; Learning Experience; Barriers; Educational Change; Teacher Attitudes; Learning Processes; Universities; Educational Benefits; Internet; Access to Education; Access to Computers; Technological Literacy; Pedagogical Content Knowledge; Teacher Role; Time Management; Cost Effectiveness; Learning Activities; Telecommunications; Handheld Devices; Fiji + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lehrerfortbildung; Lernerfahrung; Bildungsreform; Lehrerverhalten; Learning process; Lernprozess; University; Universität; Bildungsertrag; Education; Access; Bildung; Zugang; Bildungszugang; Technisches Wissen; Pädagogische Kompetenz; Lehrerrolle; Zeitmanagement; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernaktivität; Telekommunikationstechnik; Fidschi
Abstract	The current study investigated the experiences of in-service teachers' at Fiji National University (FNU) during the second phase of the COVID-19 pandemic. The research aimed to contribute to the evidence base of factors affecting the effectiveness of online learning for in-service teacher education in Fiji and identify strategies for improving student experiences in Fiji and similar contexts. The study involved an online questionnaire administered to 97 in-service teachers at FNU and a follow-up one-on-one interview with six questionnaire participants. The paper is structured into three sections: outlining the literature, context and methods used to gather the data; presentation of the results about online learning experiences of inservice teachers during the COVID-19 pandemic; discussion of the challenges faced by the in-service teachers in adapting to the online learning process during the COVID-19 pandemic. The main findings indicate that the FNU in-service teachers faced challenges in transitioning from face-to-face to online instruction, but, for at least some, the transition also brought benefits. The four main challenges included poor connectivity issues, unavailability of devices, inadequate technological skills and the demands of multiple roles. The benefits of online learning comprised improving students' technical skills, upskilling higher education staff and systems, staying connected during tough times, saving money and time, flexibility and convenience. The study reveals that adaptation should focus on improving the courses and accommodating the digital gap among in-service teachers by providing mobile-friendly, synchronous and asynchronous activities. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01