Online learning during the Covid-19 Pandemic: A review of literature
Keywords:
online learning, Covid-19 pandemic, teachers’ views, students’ views.
Abstract
During the Covid-19 pandemic, schools all over the world changed from in-class learning to online learning. Accordingly, it is important to review and explore the studies conducted in online learning for better implementation and adaptation. The current review is a systematic assessment of the studies done from the point of view of teachers and students concerning the use of online learning during the Covid-19 pandemic. Three scientific database browsers were used to locate the related papers, and thirty studies were selected to be reviewed for this report. The studies were analyzed based on several variables under three thematic categories: teacher views, student views, and the outlooks of both teachers and students. The results revealed different opinions on using online learning during the pandemic. Several advantages and challenges were recorded from the views of teachers and students. Recommendations and future research are discussed.
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References
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Aksela, M., & Haatainen, O. (2019). Project-Based Learning (PBL) in Practise: Active Teachers' Views of Its' Advantages and Challenges. In Integrated Education for the Real-World 5th International STEM in Education Conference Post-Conference Proceedings. Queensland University of Technology.
Al-Salman, S., & Haider, A. S. (2021). Jordanian University Students' Views on Emergency Online Learning during COVID-19. Online Learning, 25(1), 286-302.
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Aytaç, T. (2021). The Problems Faced by Teachers in Turkey during the COVID-19 Pandemic and Their Opinions. International Journal of Progressive Education, 17(1), 404-420.
Babayiğit, M. V., Cizrelioğullari, M. N., & Altun, Ö. (2020). How Does Online Learning Facilitate Teaching? Is it a New Phenomenon or Due to Coronavirus? A Collection of Students' Views. ECLSS Online, 2020a, 210.
Cook-Chennault, K., & Villanueva, I. (2020). Exploring perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom. In 2020 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
Durak, G., & Çankaya, S. (2020). Undergraduate Students' Views about Emergency Distance Education during the COVID-19 Pandemic. Online Submission, 5(1), 122-147.
Epaminonda, E., Efthymiou, L., & Ktoridou, D. (2021). COVID-19 Contingency Plans: The Impact on Students’ Future Choices. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1737-1742). IEEE.
Erumit, A. (2021). Examining the Views of Preservice Teachers about Online Science Education during the COVID-19 Lockdown: Expectations, Opportunities, Threats, Motivations, and Beliefs. Journal of Turkish Science Education, 18, 2-26.
Gerard, L., Wiley, K., Debarger, A. H., Bichler, S., Bradford, A., & Linn, M. C. (2021). Self-directed Science Learning During COVID-19 and beyond. Journal of Science Education and Technology, 1-14.
Gkamas, V., Paraskevas, M., & Varvarigos, E. (2019, July). BYOD for learning and teaching in Greek Schools: Challenges and constraints according to teachers’ point of view. In 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA) (pp. 1-4). IEEE.
Goodarzi, A., Weisi, H., & Yousofi, N. (2020). Newly-published English course books under microscope: An exploration of teachers’ views about the Prospect series. Cogent Education, 7(1), 1840958.
Hakami, E., & Hernandez-Leo, D. (2021). Teachers’ views about the impact of Learning Design Community platforms on Well-being. In 2021 International Symposium on Computers in Education (SIIE) (pp. 1-5). IEEE.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views. Technology, Knowledge and Learning, 1-20.
Karakaya, F., Adigüzel, M., Üçüncü, G., Çimen, O., & Yilmaz, M. (2020). Teachers’ views towards the effects of Covid-19 pandemic in the education process in Turkey. Participatory Educational Research, 8(2), 17-30.
Kundu, A., & Bej, T. (2021). We have efficacy but lack infrastructure: teachers’ views on online teaching learning during COVID-19. Quality Assurance in Education, 29(4), pp. 344-372
Mailizar, A., Abdulsalam, M., & Suci, B. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 16(7), 1-9.
Marčinković, B., Aberšek, B., & Pesek, I (2021). The Satisfaction of Primary School Teachers with the Introduction and Use of MS Teams in Distance Education. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 694-698). IEEE.
Memis, C. (2021). Elementary School Teachers' Views Scale on the Using Zoom in Compulsory Distance Education during the Pandemic: Psychometric Properties. European Educational Researcher, 4(2), 267-282.
Munir, S., Erlinda, R., & Afrinursalim, H. (2021). Students' Views on the Use of WhatsApp during COVID-19 Pandemic: A Study at IAIN Batusangkar. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 323-334.
Ocak, G., & Karakus, G. (2021). Undergraduate students’ views of and difficulties in online exams during the COVID-19 pandemic. Themes in eLearning, 14, 13-30.
Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., Burlakova, I., Kobets, V., & Bokshan, H. (2021). Time perspective in the professional activity of specialists of economic sphere. Cuestiones Políticas, 39(69), 424-445.
Qazi, A., Hardaker, G., Ahmad, I. S., Darwich, M., Maitama, J. Z., & Dayani, A. (2021). The Role of Information & Communication Technology in Elearning Environments: A Systematic Review. IEEE Access, 9, 45539-45551.
Raes, A. (2022). Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter? Postdigital Science and Education, 4(1), 138-159.
Rivera-Vargas, P., Anderson, T., & Cano, C. A. (2021). Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university. Educational Technology Research and Development, 69(6), 3367-3389.
Sahbaz, A. (2020). Views and evaluations of university students about distance education during the COVID-19 pandemic. Educational Process: International Journal (EDUPIJ), 9(3), 184-198.
Setiani, N., Aditya, B. R., Wijayanto, I., & Wijaya, A. (2020). Acceptance and Usage of Bibliographic Management Software in Higher Education: The Student and Teacher Point of View. In 2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e) (pp. 55-60). IEEE.
Yeşiloğlu, S. N., Gençer, S., Ekici, F., & Isik, B. (2021). Examining Pre-Service Teachers' Views about Online Chemistry Laboratory Learning Experiences Amid the COVID-19 Pandemic. Journal of Turkish Science Education, 18, 108-124.
Yusnilita, N. (2020). The impact of online learning: Student’s views. ETERNAL (English Teaching Journal), 11(1).
Zeichner, O. (2021). Teachers’ views and perceptions of ICT–Differences between veteran schools and newer schools. International Journal on E-Learning, 20(1), 83-108.
Aksela, M., & Haatainen, O. (2019). Project-Based Learning (PBL) in Practise: Active Teachers' Views of Its' Advantages and Challenges. In Integrated Education for the Real-World 5th International STEM in Education Conference Post-Conference Proceedings. Queensland University of Technology.
Al-Salman, S., & Haider, A. S. (2021). Jordanian University Students' Views on Emergency Online Learning during COVID-19. Online Learning, 25(1), 286-302.
An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69(5), 2589-2613.
Aytaç, T. (2021). The Problems Faced by Teachers in Turkey during the COVID-19 Pandemic and Their Opinions. International Journal of Progressive Education, 17(1), 404-420.
Babayiğit, M. V., Cizrelioğullari, M. N., & Altun, Ö. (2020). How Does Online Learning Facilitate Teaching? Is it a New Phenomenon or Due to Coronavirus? A Collection of Students' Views. ECLSS Online, 2020a, 210.
Cook-Chennault, K., & Villanueva, I. (2020). Exploring perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom. In 2020 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
Durak, G., & Çankaya, S. (2020). Undergraduate Students' Views about Emergency Distance Education during the COVID-19 Pandemic. Online Submission, 5(1), 122-147.
Epaminonda, E., Efthymiou, L., & Ktoridou, D. (2021). COVID-19 Contingency Plans: The Impact on Students’ Future Choices. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1737-1742). IEEE.
Erumit, A. (2021). Examining the Views of Preservice Teachers about Online Science Education during the COVID-19 Lockdown: Expectations, Opportunities, Threats, Motivations, and Beliefs. Journal of Turkish Science Education, 18, 2-26.
Gerard, L., Wiley, K., Debarger, A. H., Bichler, S., Bradford, A., & Linn, M. C. (2021). Self-directed Science Learning During COVID-19 and beyond. Journal of Science Education and Technology, 1-14.
Gkamas, V., Paraskevas, M., & Varvarigos, E. (2019, July). BYOD for learning and teaching in Greek Schools: Challenges and constraints according to teachers’ point of view. In 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA) (pp. 1-4). IEEE.
Goodarzi, A., Weisi, H., & Yousofi, N. (2020). Newly-published English course books under microscope: An exploration of teachers’ views about the Prospect series. Cogent Education, 7(1), 1840958.
Hakami, E., & Hernandez-Leo, D. (2021). Teachers’ views about the impact of Learning Design Community platforms on Well-being. In 2021 International Symposium on Computers in Education (SIIE) (pp. 1-5). IEEE.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views. Technology, Knowledge and Learning, 1-20.
Karakaya, F., Adigüzel, M., Üçüncü, G., Çimen, O., & Yilmaz, M. (2020). Teachers’ views towards the effects of Covid-19 pandemic in the education process in Turkey. Participatory Educational Research, 8(2), 17-30.
Kundu, A., & Bej, T. (2021). We have efficacy but lack infrastructure: teachers’ views on online teaching learning during COVID-19. Quality Assurance in Education, 29(4), pp. 344-372
Mailizar, A., Abdulsalam, M., & Suci, B. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 16(7), 1-9.
Marčinković, B., Aberšek, B., & Pesek, I (2021). The Satisfaction of Primary School Teachers with the Introduction and Use of MS Teams in Distance Education. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 694-698). IEEE.
Memis, C. (2021). Elementary School Teachers' Views Scale on the Using Zoom in Compulsory Distance Education during the Pandemic: Psychometric Properties. European Educational Researcher, 4(2), 267-282.
Munir, S., Erlinda, R., & Afrinursalim, H. (2021). Students' Views on the Use of WhatsApp during COVID-19 Pandemic: A Study at IAIN Batusangkar. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 323-334.
Ocak, G., & Karakus, G. (2021). Undergraduate students’ views of and difficulties in online exams during the COVID-19 pandemic. Themes in eLearning, 14, 13-30.
Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., Burlakova, I., Kobets, V., & Bokshan, H. (2021). Time perspective in the professional activity of specialists of economic sphere. Cuestiones Políticas, 39(69), 424-445.
Qazi, A., Hardaker, G., Ahmad, I. S., Darwich, M., Maitama, J. Z., & Dayani, A. (2021). The Role of Information & Communication Technology in Elearning Environments: A Systematic Review. IEEE Access, 9, 45539-45551.
Raes, A. (2022). Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter? Postdigital Science and Education, 4(1), 138-159.
Rivera-Vargas, P., Anderson, T., & Cano, C. A. (2021). Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university. Educational Technology Research and Development, 69(6), 3367-3389.
Sahbaz, A. (2020). Views and evaluations of university students about distance education during the COVID-19 pandemic. Educational Process: International Journal (EDUPIJ), 9(3), 184-198.
Setiani, N., Aditya, B. R., Wijayanto, I., & Wijaya, A. (2020). Acceptance and Usage of Bibliographic Management Software in Higher Education: The Student and Teacher Point of View. In 2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e) (pp. 55-60). IEEE.
Yeşiloğlu, S. N., Gençer, S., Ekici, F., & Isik, B. (2021). Examining Pre-Service Teachers' Views about Online Chemistry Laboratory Learning Experiences Amid the COVID-19 Pandemic. Journal of Turkish Science Education, 18, 108-124.
Yusnilita, N. (2020). The impact of online learning: Student’s views. ETERNAL (English Teaching Journal), 11(1).
Zeichner, O. (2021). Teachers’ views and perceptions of ICT–Differences between veteran schools and newer schools. International Journal on E-Learning, 20(1), 83-108.
Published
2022-03-10
How to Cite
Alzahrani, A. (2022). Online learning during the Covid-19 Pandemic: A review of literature. Amazonia Investiga, 11(50), 188-203. https://doi.org/10.34069/AI/2022.50.02.19
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