Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review

Autor/in	Hamad, Wahid Bakar
Titel	Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
Quelle	In: Journal of Educational Technology and Online Learning, 5 (2022) 2, S.393-410 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hamad, Wahid Bakar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Change; Web Based Instruction; Electronic Learning; Distance Education; COVID-19; Pandemics; Higher Education; Skill Development; Internet; Educational Resources; Learner Engagement; Feedback (Response); Barriers; College Students; College Faculty; Developing Nations; Foreign Countries; India; Indonesia; United States; South Africa; Malaysia; Nigeria; Philippines; Ethiopia; Saudi Arabia; Pakistan; Australia; Somalia; Russia; Spain; Greece; Bangladesh; Hungary; Ghana; Turkey; Germany; Portugal; Kenya; Zambia; Lebanon; Tanzania; Slovenia; Libya; United Arab Emirates + Suchen Sie Ihr Suchwort? Bildungsreform; Web Based Training; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsmittel; Collegestudent; Fakultät; Developing country; Developing countries; Entwicklungsland; Ausland; Indien; Indonesien; USA; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Philippinen; Äthiopien; Saudi-Arabien; Australien; Russland; Spanien; Griechenland; Bangladesch; Ungarn; Türkei; Deutschland; Kenia; Sambia; Libanon; Tansania; Slowenien; Libyen; Vereinigte Arabische Emirate
Abstract	The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning. (As Provided).
Anmerkungen	Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: dergipark.org.tr/en/pub/jetol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01