Universiti Malaya – Wales

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By Noorul Akma

Due to the sudden closure of universities in March last year, all educational institutions shifted to Open and Distance Learning (ODL) – whether we were ready or not – to start virtual synchronous and asynchronous remote teaching.

I found an interesting paper on the topic entitled ‘Teaching in the Time of Covid-19: The Challenges Faced by Teachers in Initiating Online Class Sessions’. The paper focuses on the ‘Before Teaching and Learning’ phase to determine teachers’ challenges. In the early stage, the use of suitable pedagogies in online teaching and learning to continue education from home was one of the main obstacles. The main part in planning online learning to cater to students with different learning styles and levels is the integration of technology. Contents including the course design, knowledge, and skills to deliver effective lessons. Time is another challenge faced by teachers to learn and upgrade new skills. We introduced blended learning (asynchronous learning) on a few topics/lessons previously before the Coronavirus pandemic. Presently, synchronous and asynchronous learning is fully implemented to establish an interactive learning experience for the students.

The next challenges are communication and the environment. Teachers and students are working to improve online interactions. Two-way communication between students and teachers is important to create a positive experience and effective learning. The home environment is another influential challenge to teachers and students to engage during the online session, which may include circumstances such as house chores, family matters, internet connectivity and technology access.

“We don’t grow when things are easy, we grow when we face challenges.” Keep going.

Source / Reference

Izhar, N. A., Al-dheleai, Y. M., & Na K. S. (2021). Teaching in the time of COVID-19: the challenges faced by teachers in initiating online class sessions. International Journal of Academic Research in Business and Social Sciences, 11(2), 1294-1306.