Online Learning and COVID-19 Outbreak in Mozambique - Academics' Experience during Suspension of Face-to-Face Classes

Autor/inn/en	Martins, Hélio Rogério; Manjate, José Luís; Tinga, Iolanda Cavaleiro; Matusse, Ana Paula Xavier; Sitoe, Lénia Cecília Alberto
Titel	Online Learning and COVID-19 Outbreak in Mozambique - Academics' Experience during Suspension of Face-to-Face Classes
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4454-4463 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martins, Hélio Rogério) ORCID (Manjate, José Luís) ORCID (Tinga, Iolanda Cavaleiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1969954
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Educational Technology; Teacher Attitudes; Barriers; College Faculty; Mozambique + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Lehrerverhalten; Fakultät; Mosambik
Abstract	The COVID-19 outbreak had a significant impact on social life and the education system, leading to the suspension of face-to-face classes and the adoption of online learning as a strategy to continue the teaching and learning process in many countries around the world, including Mozambique. Thus, we conducted the present study to analyze the teaching and learning process using digital platforms during a state of emergency due to COVID-19. We inquired 417 academics who responded to an online survey open between the 4th and 12th of May 2020 and released via WhatsApp and email. For data analysis, we used descriptive statistics to present the results in simple tables. 263 (61.3%) were male, and the average age was 39.7 years. Seventy-one percent (71%) of the academics received guidance to proceed with the teaching and learning process during the emergency, and several platforms were used for this purpose, where WhatsApp and email (49.2%) were the most used. About 67% of the academics faced some difficulty with the digital learning platforms, and half managed to teach all classes. This process challenged the academic staff, who had to rely on several learning platforms and adopt different teaching strategies in conditions never experienced before. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01