scispace - formally typeset
Search or ask a question
Journal Article•DOI•

Adopting e-learning facilities during COVID-19: Exploring perspectives of teachers working in Indian Public-funded Elementary Schools

Singh, Arti, Gupta, Kriti, Yadav, Vivek
01 Jul 2021-Education 3-13 (Informa UK Limited)-pp 1-15
TL;DR: The COVID-19 outbreak has led to an influx of research studies focusing on the new norm of online teaching in higher education as mentioned in this paper, however, much less is known about how this profound shift in...
Abstract: The COVID-19 outbreak has led to an influx of research studies focusing on the new norm of online teaching–learning in higher education. However, much less is known about how this profound shift in...
Figures (1)

Content maybe subject to copyright    Report

1
Adopting e-learning Facilities During COVID-19: Exploring Perspectives of
Teachers Working in Indian Public-funded Elementary Schools
Arti Singh
1
, Kriti Gupta
2*
and Vivek Kumar Yadav
3
Authors:
1
Dr. Arti Singh, Independent Researcher, New Delhi, India
ORCID iD: https://orcid.org/0000-0003-4463-0250
2
Kriti Gupta, Assistant Professor, Department of Psychology, J.P. College, Tilka Manjhi
Bhagalpur University, Bhagalpur, Bihar-853203, India
ORCID iD: https://orcid.org/0000-0003-3547-8437
LinkedIn: https://www.linkedin.com/in/kriti-gupta-7b431293/
Researchgate: https://www.researchgate.net/profile/Kriti_Gupta8
3
Dr. Vivek Kumar Yadav, Independent Researcher, New Delhi, India
*Corresponding Author: Kriti Gupta (email: kriti.phs13@iitp.ac.in), Contact address- Assistant
Professor, Department of Psychology, J.P. College, Tilka Manjhi, Bhagalpur University,
Bhagalpur, Bihar-853203, India
Contributions: Dr. Arti Singh conceptualized and designed the study; Dr. Arti Singh, Kriti
Gupta and Dr. Vivek were involved in data collection. Dr. Arti Singh and Kriti Gupta conducted
formal analysis; Dr. Arti Singh prepared original draft; All authors contributed in writing,
reviewing, editing and finalizing of the manuscript.
Acknowledgement: None
Funding: None
Total Word Count (excluding abstract): 5,652
2
Abstract
The COVID-19 outbreak has led to an influx of research studies focusing on the new norm of
online teaching–learning in higher education. However, much less is known about how this
profound shift in pedagogy has impacted school education especially among rural children of
India. The present study is an attempt to understand the barriers and challenges that teachers of
Public-funded (PF) elementary schools face while teaching online. We developed a semi-
structured questionnaire and administered it on teachers of PF elementary schools in rural areas
of Uttar Pradesh, India, using the online survey method. Thematic analysis of the responses we
received (N = 203) reveal five broad themes, namely physical environmental constraints, socio-
environmental limitations, parental support, issues of effective learning and health and well-
being hazards. These findings have several implications for developing appropriate online
teaching methods and making policy interventions to enhance learners’ as well as educators’
experiences.
Keywords: COVID-19, Public-funded schools, Online learning, Elementary school teachers,
Rural India
3
Introduction
On 23 March 2020, the Government of India (GOI) declared a nationwide lockdown to curb the
spread of novel corona virus (COVID-19). Many people lost their means of earning due to
lockdown; especially the daily wagers and the people running small businesses such as
shopkeepers were economically more affected. The pandemic has also significantly impacted
many sectors globally, including the education sector and lockdowns have led to a complete
closure of all academic institutions worldwide (Sahu, 2020). Although GOI lifted the lockdown
in June 2020, schools and colleges across the country still remain closed.
School Education in India
With an aim to improve the literacy rate of India, the Indian Constitution has provided for free
elementary education (standards I–VIII) in all public-funded (PF) schools to children aged
between 6 and14 years. According to the 2011 census, the literacy rate of India is 74.04% and an
improvement in the dropout rate has also been reported (Educational Statistics at a Glance,
2016). Although both PF and private schools cater the educational needs of the country, 80%
elementary schools in India are public-funded (DISE, 2015). It has also been observed that out of
320 million students, 84% live in the rural areas and of these, 70% attend PF schools (UNESCO,
2020). Despite being the only option for many families with a lower socioeconomic status or
who belong to the lower castes, India’s public education system is often criticized for being non-
functioning and unproductive (India Today, 2020).
In recent years, GOI has implemented various measures to improve condition of the PF schools
and to increase the enrolment rate of students from various socioeconomic statuses (MHRD,
2019). However, issues such as inadequate professional competencies in teachers, insufficient
4
infrastructure, and lack of interest in digital learning seem to slowdown the government’s plan to
reform the education system in PF schools, specifically in rural India (Financial Express, 2018).
Education During Pandemic
Governments of various nations, including India, have directed their educational institutes to
introduce remote teaching methods such as online learning and television learning (Varalakshmi
& Arunachalam, 2020) for students during the current pandemic. However, with a small
proportion of Indians using the internet (Pew Research Center, 2018), the task of imparting
education through a virtual platform has become daunting. Using online platforms for imparting
education has affected many, but the most affected people are those who live in rural areas and
have economic constraints. It is speculated that lockdown and the subsequent economic
recession will adversely affect the dropout rate, especially among the poor (Alvi & Gupta, 2020).
Further, the online education system may also lead to the issues of mental health, especially
among those who do not have facilities for online learning (Sahu, 2020).
Rationale of the Study
Growing interest in information and communication technology tools has already started
changing the dynamics of classrooms and the role of a teacher in the classroom. Smart class and
flipped classroom are some examples of this transformed pedagogy. However, most of the
changes have been limited to higher education and private schools and in urban areas. Many of
the PF schools lack basic infrastructure to use smart classes or utilize multimedia for teaching.
Additionally, in many cases, principals and teachers of such schools are not trained to use
projectors, tablets, digital interactive boards and apps for teaching. Most of the students and
teachers are exposed only to conventional classrooms, or the ‘chalk and talk’ teaching method
5
(Char & Collier, 2015). This gap has become more visible during the pandemic as teachers and
students are required to adopt the online teaching mode. Therefore, it becomes important to
understand how educators are coping with the sudden need of remote teaching and what
challenges they face, especially in the rural areas.
Uttar Pradesh (UP), the site of the present study is the India’s is India’s most populous and
second largest state. Only 11% schools in UP have computer facility (Index of Internet-
Readiness of Indian States, 2016) and only 51% schools have access to electricity (Oxfam India,
2020). Notably, UP is the second most power-deficient state of India (Central Electricity
Authority, 2018). Thus, it can be expected that such a state of affairs could create hindrances in a
successful delivery of education through online platforms.
In the present study, we explore the barriers and challenges of online teaching teachers of PF
elementary schools in the rural areas of UP face. Findings of the current study would not only
contribute in enriching the literature related to teachers’ experiences of virtual classroom
teaching in rural India during COVID-19, but also provide useful insights for developing online
teaching methods and intervention programs for enhancing both teachers’ and learners’
experiences in the context of rural India.
Method
Data Collection
The aim of this study was to understand the problems and barriers of imparting education
through online platforms from the perspective of PF elementary school teachers of rural India.
This is a cross-sectional survey study carried out among teachers of rural areas of UP, India. We
developed an online semi-structured questionnaire using Google Forms and appended a consent
Citations
More filters
Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach/ Aprendizaje rural online en el contexto de COVID-19 en Sudáfrica: Evocando un enfoque de educación inclusiva

[...]

Bekithemba Dube
01 Jun 2020
TL;DR: The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system and low-tech software.
Abstract: This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19 Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications The paper is informed by critical emancipatory research, which argues for social justice, empowerment and social inclusion of all learners in teaching and learning, with the aim of constructing better futures for all learners To generate data, I used participatory action research A total of 10 learners and five teachers participated via WhatsApp The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software Based on the findings of this study, the paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic Values such as social justice and the rights of rural learners should not be foregone in the fight against COVID-19

120 citations

Journal Article•DOI•
Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan

[...]

Anas Hajar, Syed Abdul Manan
11 Mar 2022-Innovation in Language Learning and Teaching
TL;DR: In this paper , a qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic, which was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: location (physical vs. virtual), formality (formal vs. informal agents), locus of control (other-directed vs. self-directed goals) and pedagogy.
Abstract: ABSTRACT This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills. The pedagogical implications and areas for further research are suggested.

2 citations

Journal Article•DOI•
The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review

[...]

Georgios K. Lampropoulos, Wilfried Admiraal
27 Jun 2023-International journal on studies in education
TL;DR: In this article , the authors provide a cohesive overview and summary of the COVID-19 pandemic impact on primary education, secondary education, and K-12 education through an extensive literature review.
Abstract: The study aims to provide a cohesive overview and summary of the COVID-19 pandemic impact on primary education, secondary education, and K-12 education through an extensive literature review. The review focused on global educational stakeholders’ perspectives, attitudes, sentiments, opinions, and experiences. This study includes and analyzes 205 articles published from January 2020 to December 2022. The scientific databases SCOPUS and Web of Science were used. Specifically, the 15 research questions to be addressed and the methodology are presented. An in-depth synthesis of the related studies is provided based on the educational level and educational stakeholders’ type. The results of the data extracted from the articles (e.g., main findings, aims, focus group, research method, sample, measurement-research tools, etc.) are examined. The findings are summarized, discussed, and compared to those of previous review articles about online learning prior to the COVID-19 pandemic. Conclusive statements, implications, and future research directions are also provided.

1 citations

Journal Article•DOI•
Online teaching during COVID-19 pandemic in Fiji: challenges, facilitators and improvement strategies

[...]

Eunice Okyere, Mosese Salusalu, Ramneek Goundar, Kissinger Marfoh
09 Sep 2022-Qualitative Research Journal
TL;DR: In this article , the authors explored online teaching experiences of educators in Fiji National University (FNU) and found that although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study.
Abstract: PurposeThe purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study.Design/methodology/approachThis study used phenomenological research design to understand the lived experiences of participants' regarding online teaching. A total of 58 in-depth interviews were conducted among educators, at various levels and analysed thematically using an inductive approach.FindingsThe findings show online teaching challenges including difficulties maintaining students' engagement, teaching practically oriented courses, assessing students and embracing change, limited knowledge impact and output, anxiety and stress, inadequate teaching environment, increased workload and unstable Internet. The facilitators and enablers were flexibility, free Internet, creating conducive environment, Moodle training, skills acquisition and support from faculty members' and information technology team. Recommendations for improvement ranged from modifying course outline, summarising previous lessons, reducing course load, adequate assessment tools, incentives, guidelines enforcement to regular training.Originality/valueThis is an original work carried out by the researchers in a specific context. The findings suggest the need to address various challenges for effective online teaching. School managers' and relevant key stakeholders need to understand educators’ teaching experiences as well as their recommended improvement strategies, to enhance online teaching.

1 citations

Journal Article•DOI•
A phenomenological analysis of primary school teachers’ lived distance education experience during the COVID-19 pandemic in Turkey

[...]

Feray Ugur-Erdogmus, Duygu Albayrak
19 Sep 2022-Education 3-13
TL;DR: In this paper , the authors investigated the primary school teachers' lived distance education experiences during the COVID-19 pandemic in Turkey and identified the perceived effects of DE on both teachers and students.
Abstract: The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to reveal (1) the primary school teachers’ lived DE experience, and (2) their perceptions about DE during the pandemic. The current status of DE, effects of DE, and teachers’ perceptions of DE were the themes revealed. Results showed that teaching practice, interactivity, difficulties, needs, and inequality were the main issues revealed from the primary school teachers’ lived experience. The results also identified the perceived effects of DE on both teachers and students. According to their online experiences, the teachers’ perceptions about DE and their future plans with respect to online teaching were reported.
References
More filters
Journal Article•DOI•
Using thematic analysis in psychology

[...]

Virginia Braun1, Victoria Clarke2•
University of Auckland1, University of the West of England2
01 Dec 2006-Qualitative Research in Psychology
TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

103,789 citations

Journal Article•DOI•
Online Learning: A Panacea in the Time of COVID-19 Crisis:

[...]

Shivangi Dhawan1•
University of Delhi1
20 Jun 2020-Journal of Educational Technology Systems
TL;DR: In this article, the authors pointed out that educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lect...
Abstract: Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lect...

2,312 citations

Journal Article•DOI•
Obstacles to the integration of ICT in education: results from a worldwide educational assessment

[...]

W. J. Pelgrum
01 Sep 2001-Computer Education
TL;DR: The article contains a short summary of the design of this project, a review of main indicators regarding ICT in elementary and lower secondary schools, main obstacles and an exploration of the co-variation between obstacles and contextual factors at the country-level.
Abstract: The main focus of this article is on the perceptions of educational practitioners (at the lower secondary level) regarding obstacles that seriously impede the realization of ICT-related goals of schools. The results are from a worldwide survey among national representative samples of schools from 26 countries. The article contains a short summary of the design of this project, a review of main indicators regarding ICT (Information and Communication Technologies) in elementary and lower secondary schools, main obstacles and an exploration of the co-variation between obstacles and contextual factors at the country-level.

1,193 citations

Journal Article•DOI•
Student barriers to online learning: A factor analytic study

[...]

Lin Muilenburg1, Zane L. Berge1•
University of South Alabama1
01 Jan 2005-Distance Education
TL;DR: In this article, a large-scale exploratory factor analysis study was conducted to determine the underlying constructs that comprise student barriers to online learning, and the eight factors that constitute student barriers were identified.
Abstract: This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors f...

914 citations

Journal Article•DOI•
Improvements to the SMO algorithm for SVM regression

[...]

Shirish Shevade1, S. Sathiya Keerthi, Chiranjib Bhattacharyya, K.R.K. Murthy2•
Indian Institute of Science1, National University of Singapore2
01 Sep 2000-IEEE Transactions on Neural Networks
TL;DR: Using clues from the KKT conditions for the dual problem, two threshold parameters are employed to derive modifications of SMO for regression that perform significantly faster than the original SMO on the datasets tried.
Abstract: This paper points out an important source of inefficiency in Smola and Scholkopf's (1998) sequential minimal optimization (SMO) algorithm for support vector machine regression that is caused by the use of a single threshold value. Using clues from the Karush-Kuhn-Tucker conditions for the dual problem, two threshold parameters are employed to derive modifications of SMO for regression. These modified algorithms perform significantly faster than the original SMO on the datasets tried.

837 citations

"Adopting e-learning facilities duri..." refers background in this paper

  • ...[23] c) Fast decision tree learner [24] d) MP5 decision tree leaner [25] The forecasts by this group which are shown in Fig....

    [...]

Frequently Asked Questions (20)
Q1. What contributions have the authors mentioned in the paper "Adopting e-learning facilities during covid-19: exploring perspectives of teachers working in indian public-funded elementary schools" ?

Gupta et al. this paper investigated the challenges experienced by teachers in the aftermath of the lockdown while trying to continue teaching online in rural India and found that both teachers and students of government-funded elementary schools face various issues in using digital platforms. 

The five themes the authors developed from their analysis are physical environmental constraints, socioenvironmental limitations, parental support, health and well-being hazards, and issues of effective learning. 

The existing gender norms and the culture of preferring sons over daughters is one of the many causes of the overburdening of girl students with household chores and compelling the latter to drop school (Singh & Mukherjee, 2018). 

Since virtual classrooms and digital platforms have emerged as effective methods of teaching during this global pandemic, it is important to make them more inclusive. 

Along with some prevalent problems such as poor connectivity, physical health issues and emotional disturbance, the lack of support from parents and worries related to adequate learning as well as the spread of COVID-19 were also highlighted. 

The participants identified three socio-environmental constraints, namely work–life balance and limited study space for both themselves and their students and syncing online time with siblings for their students. 

Many participants reported slow internet speeds or poor network connection in rural areas as one of the many reasons of low interest in online learning. 

Due to job loss, increased economic recession and financial constraints, it would be no surprise if in near future the rate of school dropouts, especially girl dropouts, among rural students increases dramatically in order to lower the household expenses. 

The most frequent concern reported was of “effects on eyes” and “headache.”Majority of participants attributed increased screen timings—due to online teaching—to their frequent headaches. 

Most of the teachers were worried about low attendance and the quality of education that students received through online platforms. 

According to a survey by National Council of Educational Research and Training, 27% students of different central Government-aided schools have no access to smart phones and 28% students have to face the issue of frequent power cuts, making it the two most-faced barriers of online classes (Hindustan Times, 2020). 

because ofCOVID-19,work from home (WFH)has become a new norm and led to a sharp rise in conflicts between work- and family life of the working people, especially of the female employees (Craig, 2020). 

In another study, the percentage of students who did not have access to smart phones was estimated to be 56%, while 12.02% students were said to have no access to any type of mobileliving in rural and remote areas pose connectivity issues for them. 

the online education system may also lead to the issues of mental health, especially among those who do not have facilities for online learning (Sahu, 2020). 

In majority of cases, as students’ siblings also have classes at the same time, the issue of sharing space extends to sharing the mobile or laptop. 

It has also been observed that out of 320 million students, 84% live in the rural areas and of these, 70% attend PF schools (UNESCO, 2020). 

Although both PF and private schools cater the educational needs of the country, 80% elementary schools in India are public-funded (DISE, 2015). 

It is speculated that lockdown and the subsequent economic recession will adversely affect the dropout rate, especially among the poor (Alvi & Gupta, 2020). 

Studies have suggested that parents’ educational level positively affects school achievement and negatively affects the dropout rate or poor attendance (Choudhary, 2006). 

Working with a laptop requires an appropriate posture and safe distance from the screen; however, majority of users are not aware of various health issues their lack leads to (Wasnik & Jeyakumar, 2016).