Emergency Teaching-Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

Autor/inn/en	Gangahagedara, Ruchira; Karunarathna, Muditha; Athukorala, Wasantha; Subasinghe, Shyamantha; Ekanayake, Prabath
Titel	Emergency Teaching-Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka
Quelle	In: Education Sciences, 11 (2021), Artikel 579 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Subasinghe, Shyamantha)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Computer Software; Telecommunications; Handheld Devices; Distance Education; Educational Change; COVID-19; Pandemics; Teaching Methods; Teacher Attitudes; Student Attitudes; Parent Attitudes; Learning Processes; Online Courses; Institutional Characteristics; Disadvantaged Schools; Social Media; Educational Policy; Elementary Secondary Education; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; Telekommunikationstechnik; Distance study; Distance learning; Fernunterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Elternverhalten; Learning process; Lernprozess; Online course; Online-Kurs; Soziale Medien; Politics of education; Bildungspolitik; Ceylon
Abstract	Sri Lanka's education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country's COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching-learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01