The document discusses the impact of virtual learning spaces for teaching learners with moderate intellectual disabilities during the COVID-19 pandemic. It notes that the closure of schools due to lockdowns requires alternative learning platforms like virtual learning spaces to ensure these learners are not excluded from educational opportunities. While virtual learning spaces can expand access to education and improve learning, there are also challenges to their use for learners with intellectual disabilities, such as difficulties with abstract thinking, social skills deficits, and lack of access to technology. The document outlines how virtual learning spaces work, their potential benefits for motivation and participation, and impacts on developing literacy and other skills. However, it also notes barriers like teachers' lack of experience with the technology and an individual's adaptive
Paper on sub-theme: “E-Learning” of " International Conference on Open Source...Djadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. Many people use the term different with e-learning, but in principle e-learning is learning to use electronic services as a means of help. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
The COVID-19 pandemic has impacted changing the model of learning
activities. Teaching and learning activities that have usually been done faceto-face
have now turned into online learning. This study identified student
perspectives on online learning activities for Department of Civics
Education students at the Faculty of Teacher Training and Education at Halu
Oleo University, Indonesia during the COVID-19 pandemic. This study used
a survey method by distributing questionnaires in the form of Google Forms
to students, and a total of 227 students participated in this study. Our study
focused on online learning media, learning effectiveness, lecturers' abilities,
obstacles, and student recommendations regarding online learning during the
COVID-19 pandemic. Data analysis in this study was carried out
descriptively, presented in the form of frequency, percentage, and graph. The
study results found that the most effective online learning media felt by
students at the Department of Civics Education were Google Meet and
Zoom Cloud Meetings. Besides, the majority of students considered online
learning to be no more effective than face-to-face lectures. Lecturers need to
provide two-way learning materials through discussion as well as question
and answer. Furthermore, the main determining factors that cause online
learning to be ineffective are network constraints and internet quotas.
Therefore, students expected the lecturers to understand the network
constraints experienced by students during online learning and recommend
implementing learning activities for blended learning (combination of online
and offline) while still complying with the health protocols.
Paper on sub-theme: “E-Learning” of " International Conference on Open Source...Djadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. Many people use the term different with e-learning, but in principle e-learning is learning to use electronic services as a means of help. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
research questionnaire consisting of closed and open questions about online
learning. The data were analyzed using descriptive statistics and qualitative
thematic analysis. The results indicated positive and negative contributions
of the online learning process that affect the effectiveness of online learning
according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
The COVID-19 pandemic has impacted changing the model of learning
activities. Teaching and learning activities that have usually been done faceto-face
have now turned into online learning. This study identified student
perspectives on online learning activities for Department of Civics
Education students at the Faculty of Teacher Training and Education at Halu
Oleo University, Indonesia during the COVID-19 pandemic. This study used
a survey method by distributing questionnaires in the form of Google Forms
to students, and a total of 227 students participated in this study. Our study
focused on online learning media, learning effectiveness, lecturers' abilities,
obstacles, and student recommendations regarding online learning during the
COVID-19 pandemic. Data analysis in this study was carried out
descriptively, presented in the form of frequency, percentage, and graph. The
study results found that the most effective online learning media felt by
students at the Department of Civics Education were Google Meet and
Zoom Cloud Meetings. Besides, the majority of students considered online
learning to be no more effective than face-to-face lectures. Lecturers need to
provide two-way learning materials through discussion as well as question
and answer. Furthermore, the main determining factors that cause online
learning to be ineffective are network constraints and internet quotas.
Therefore, students expected the lecturers to understand the network
constraints experienced by students during online learning and recommend
implementing learning activities for blended learning (combination of online
and offline) while still complying with the health protocols.
The online learning in English language has been going along with the rapid
development and diffusion of the information and communication
techologies and shifted from being merely marginal trend to become
popular, where the number of higher education institutions has dramatically
increased to offer and led to extremely changes many aspect in learning
societies. This study explores the technical abilities, technology accessibility
and self-directed learning that contribute to student attitudes towards online
English learning in predicting the continuance intention of the online
learning. This study employed quantitative approach. There were 10 tertiary
students interviewed as preliminary study, then 36 students were surveyed
through questionnaire in a pilot test. The validated questionaire were used in
this study on the 102 students. Rasch measurement model was utilized to
validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0
was used to assess the regression of exogen to endogen variables. The study
concluded that self- directed learning contributed to the attitude towards
online English language learning as mediator to continuance intention of
online learning. The ability and positive attitude in using digital technology
must be present to support English learning current and forthcoming. The
next research can focus more on how students adapt to a variety of rapidly
changing technologies to support their English skills.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Distance Education is also known as online learning or e-learning, which refers to the educational paradigm where students and instructors are geographically separated, and instruction is delivered through digital platforms.
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
With the continuous development of information technologies, the pace of education informatization is
accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’ learning
demands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT
applications, national education-informatization policies and deployment, and the plight of the traditional
teaching mode, there is a need to explore new ideas and patterns of integrating information technologies
and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blended
teaching mode based on small private online courses (SPOC) on course aims, teaching contents, teaching
methods, and evaluation approaches under the background of informatization. The results show that this
teaching model can enhance students' learning effect and comprehensive ability effectively. The rules of
blended teaching were explored to guide teaching improvement.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
The online learning in English language has been going along with the rapid
development and diffusion of the information and communication
techologies and shifted from being merely marginal trend to become
popular, where the number of higher education institutions has dramatically
increased to offer and led to extremely changes many aspect in learning
societies. This study explores the technical abilities, technology accessibility
and self-directed learning that contribute to student attitudes towards online
English learning in predicting the continuance intention of the online
learning. This study employed quantitative approach. There were 10 tertiary
students interviewed as preliminary study, then 36 students were surveyed
through questionnaire in a pilot test. The validated questionaire were used in
this study on the 102 students. Rasch measurement model was utilized to
validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0
was used to assess the regression of exogen to endogen variables. The study
concluded that self- directed learning contributed to the attitude towards
online English language learning as mediator to continuance intention of
online learning. The ability and positive attitude in using digital technology
must be present to support English learning current and forthcoming. The
next research can focus more on how students adapt to a variety of rapidly
changing technologies to support their English skills.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Distance Education is also known as online learning or e-learning, which refers to the educational paradigm where students and instructors are geographically separated, and instruction is delivered through digital platforms.
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
With the continuous development of information technologies, the pace of education informatization is
accelerating increasingly. The traditional classroom-teaching mode cannot fully meet students’ learning
demands. Due to the emergence of new teaching forms in the post-pandemic era, rapid development of IT
applications, national education-informatization policies and deployment, and the plight of the traditional
teaching mode, there is a need to explore new ideas and patterns of integrating information technologies
and teaching approaches. With the course of Heat Transfer as an example, this study expounds a blended
teaching mode based on small private online courses (SPOC) on course aims, teaching contents, teaching
methods, and evaluation approaches under the background of informatization. The results show that this
teaching model can enhance students' learning effect and comprehensive ability effectively. The rules of
blended teaching were explored to guide teaching improvement.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Unlocking digital literacy practices of EFL teachersEkoPurwanti1
Digital literacy practice is necessary for education since information and communication technology has developed rapidly, resulting in shifting to the era of digital technology. The digital literacy practices in school and especially in classrooms are required for preparing 21st-century students. This study aims to (1) determine teachers’ perceptions of digital literacy practices in the level of classroom and school, (2) point out the digital literacy practices of English Foreign Language (EFL) teachers, and (3) investigate the challenges faced by the EFL teachers in applying digital literacy practices in the classroom. This study revealed the digital literacy practices of thirteen EFL Teachers in Yogyakarta using questionnaires and semi-structured interviews. The results uncovered that digital literacy was highly supported, evidenced by the facility, equipment, and the connectivity provided in all schools with a variety of free internet access. In the classroom level, these teachers practised digital literacy by using some digital tools. In implementing digital literacy, the teachers faced some challenges, such as defective equipment and Internet access and intrinsic factors such as teachers’ knowledge in technology, their attitudes toward digital technology, and students’ commitment to apply digital literacy. These findings are followed by recommendations for schools, teachers, and further research.
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Impact Of Virtual Learning Space In Teaching Learners With Moderate Intellectual Disability
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Impact of Virtual Learning Space in Teaching Learners with Moderate
Intellectual Disability
Udeme Samuel Jacob1
, Jace Pillay2
1
Postdoctoral Research Fellow, South African Research Chair in Education and Care in Childhood, Faculty of Education,
University of Johannesburg
2
South African Research Chair in Education and Care in Childhood, Faculty of Education, University of Johannesburg, South
Africa
Email:1
udeme01@gmail.com, 2
jacep@uj.ac.za
ABSTRACT
Nigeria, just like all other countries of the world has been impacted by the global pandemic, COVID-19, leading to the
implementation of lockdown measures. The advent of virtual learning spaces are considered the best alternative learning platform
because of the need to save academic programme. This paper examines the position of virtual learning spaces in ensuring that
learners with intellectual disability are not excluded from instructional experiences due to the global crisis caused by the
transmission of COVID-19. In education, virtual learning space has been defined as a computer-simulated location or space where
learners with intellectual disabilities can learn and communicate without requiring physical contact. The use of virtual learning
spaces during the lockdown will most likely ensure that they are not excluded from learning activities. This would also contribute
to an expansion in learning opportunities so that more learners can have access to educational programmes, often beyond the
conventional learning environment, thus facilitating the advancement of knowledge and acquisition of skills required to work
efficiently in the modern world. In addition to highlighting the various ways in which virtual learning spaces could improve
learning, challenges that are likely to be confronted in their use were also identified.
Keywords
Learners with intellectual disability, virtual learning environment, challenges, impact
Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020
Introduction
Nigeria hopes to continue educating her citizens during the
period of a global pandemic may not feasible. This calls for
an urgent improvement in the quantity and quality of
instruction that will enable teachers to interact with learners
using alternative learning platform known as virtual learning
space. Budgetary allocation to primary education and
educational facilities in Nigeria since the beginning of the
4th
republic is significantly low with the repercussion on
smooth transition from the regular face-to-face classroom
interaction to virtual learning space in most parts of the
country due to COVID-19 lockdown. Investment in
infrastructural facilities such as the internet and virtual
learning solution was not adequately funded by successive
government in Nigerian at all levels which would have made
it a viable mode of teaching because of the need to
minimized the spread of COVID-19. The closure of schools
as a step towards preventing the rapid spread of COVID 19
has brought to light various social and economic issues,
including the readiness of the educational system is embrace
a virtual learning space for learning activities [1, 2] and
access to education, virtual learning and disability.
Interestingly, VLS will also enhances the motivation and
active participation of learners in the learning process (3, 4)
if properly implemented.
The ease with which virtual learning space can be used to
enhanced knowledge transfer and the global nature of our
society [5] for easy teaching of learners even in their remote
location during lockdown makes it a good approach. This
method of teaching may not be easily adopted due to lot of
knowledge gaps still existing among teachers VLS
experiences (2). The implication is that transition from
conventional mode of teaching to VLS will likely not be
consistent across various groups of learners while the
expectations of what to teach learners with moderate
intellectual disability may not be realistic. However, prolong
school closure on learners with moderate intellectual
disability will be more severe if VLS were not adopted for
the purpose of engaging in learning activities because of
their exclusion from most activities in the community and
within the family.
The term intellectual Disability (ID) is used for describing a
condition that occurs during the developmental period
(before 18 years), the resultant consequence of the disorder
is a severe sub-average intellectual capacity that exists
simultaneously with deficits in two or more adaptive areas
such as conceptual, social and practical [6,7] with an IQ
under 70. Learners with moderate intellectual disability may
not possess adequate knowledge of virtual learning space
needed to exploit the various platform that will be used for
teaching [8] which is the impact of poor adaptive skills.
This may be due, in part, to the incidence of a „digital
divide‟ that is evident both geographically and socially.
Although, human society has over the years been
transformed into what is known as a global village due to
technological advancement both computer and internet
connectivity.
Such effect would have been felt in all aspects of human
endeavour socioeconomically, politically and to some extent
the educational sector [9] if virtual solution was properly
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deployed for teaching and learning of learners. This is true
because an integral part of human society is the virtual
learning space to information dissemination [10]. After all,
it usage is relevant to every aspect of human endeavour and
significant relationship with higher efficiency, productivity,
and achievement in academic tasks, “including the quality of
cognitive, creative and innovative thinking” [11]. The
implication is that virtual learning space is an imperative
response to achieving “education for all” since leaving any
learner behind due to the 'digital divide" will be
inappropriate for their development.
The conventional method of face-to-face teaching has
significantly been challenged due to the need for social
distancing to contract the Corona Virus. The use of an
alternative teaching model should put learners with
intellectual disability into consideration so as not to exclude
them such as virtual learning space. In the learning situation
that virtual learning space is used quality of education
quality, "learning opportunities" and access to education can
improve [8]. Curriculum mapping (breaking curricula into
simple teaching and evaluation sections), student progress
monitoring, online instructor and student support, digital
communication (e-mail, shared conversations, chat,
blogging) and Internet connections to external curriculum
tools are key components of the virtual learning
environment. It is important to note that knowledge
components associated with Information and
communication technology (ICT)-literacy are part of the
basic foundation for professional development in
knowledge-driven societies for efficient teaching of learners
with intellectual disability. The devastation occasioned by
the spread of COVID 19 has led to a shift from physical to
virtual learning spacing for learners in an attempt to
minimise the impact of the virus on the populace. Globally
rapid changes have been experienced due to the
pervasiveness of ICT leading to a significant transformation
in technology, social, political, and economic [8].
However, there has not been a positive impact on education
in Nigeria and most developing countries as a result of the
penetrating influence of virtual learning space. There is no
dispute about the benefits of virtual learning space on the
availability and reliability of learning, teaching and research
[8]. Moreover, virtual learning space will provide
opportunities for effective communication among learners,
teachers and non-teaching staff when teaching and learning
either in a formal or informal setting [9]. According to [10]
the use of VLS in the dissemination of information to
learners should not be seen as one size fits all but should be
based on the content of the curriculum to be taught and
available technology at the time of teaching. The implication
is that other factors should be considered before the
incorporation of technology in the provision of instruction
such as teaching pedagogy and construction of learning
experiences.
Concept of Virtual Learning
A virtual learning environment is an online approach that
can be adopted for teaching learners in their remote location
[11] which in turn eliminates face-to-face contact.
Instructional content for virtual learning environments will
have to be tailored to the mental age of learners with
intellectual disability due to their inability to think logically
and learn abstractly which may be one major characteristic
of virtual learning. [12] reported that some studies revealed
that the “use of Computer system or web-based system can
assist in providing certain interactive educational games” to
learners with intellectual disability that will enable learners
to easily identify or differentiate shapes and score them at
the same time or at the end of the learning activity in
process enhancing knowledge acquisition for them. It should
be noted that virtual teaching should be done in a 'friendly
learning environment' while the teacher minimize teaching
in abstraction because of the difficulty learners with
intellectual disability has in remembering abstract
information and following social rules. The teacher can
achieve this by assisting learners to listen to stories using
images and videos known as Expressive, Creative and
Aesthetic Development (ECAD) using a web-based or
computer system.
The development of the literacy skills of learners with
intellectual disability is no doubt important because it will
help them have a better view of their community and
contribute meaningfully to society. A vital consideration,
therefore, of the importance of education in national
development and the need to ensure that learners, regardless
of their intellectual impairment, are not excluded from
learning [8] makes it imperative for teachers to develop
instructional content for virtual learning space to suit the
deficits in adaptive behaviour of learners with intellectual
disability. Therefore issues such as proper course structure,
efficient time management, content modification, self-
assessment, professional development, blended learning,
task-oriented exercises, and efficient communication
between participants (teacher and learners) will enhance
teaching learners with intellectual disability using virtual
learning space.
The goal of using a virtual learning environment is to
provide an interactive gateway for learners to access
information and explore the world at the same time. Equal
opportunity is provided for learners with intellectual
disability regardless of location through access to the
internet to stimulate learning and interact with the teacher
[11]. For instance, the iPod (and the iPhone) is designed to
perform numerous but complex educational activities, most
of which are required to be done to achieve different
educational goals, especially in the area of literacy skills
[13]. Virtual learning space makes the use of technological
devices that provide a simple pushbutton-type of interface
for users to accesses information on the internet [11]. This
has led to multiple emerging mobile applications becoming
increasingly acceptable as educationally relevant teaching
tools for the development of spoken and written expertise
among individuals with intellectual disability [13].
The main purpose of using virtual learning space in learning
according to [14] is to ensure that knowledge is
disseminated in such a way that it be applied to solving
simple problems. In effect VLS are seen as tools "for post-
industrial age and the foundations for knowledge economy"
due to the ease with which it can be used in facilitating
knowledge transfer and acquisition [15]. Virtual learning in
recent times has become a common means of providing
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instruction to learners particularly due to the need for social
distancing to contain the spread of coronavirus.
The virtual learning environment provides opportunities
teachers a different way of presenting instruction other than
the face-to-face interaction, However, evaluation activities
are often restricted, both in the scope and form in which
they are performed in a virtual community [16,17]. Group
presentations conducted via the conventional face-to-face
approach of knowledge dissemination may not be feasible
using virtual learning space [18-20] but additional
opportunities “for summative assessment will be possible”
[16,17,21,22], which may not be obtainable through face-
face contact.
Social Distancing and Learners with Intellectual
Disability
The difficulty that learners with intellectual disability may
experience due to isolation and social distancing will
particularly be noticed in mutual classroom instruction
through group practice, symposium and evaluations [22-24].
Personal challenges likely to be confronted include anxiety
when a teacher uses virtual learning space for the first time
because they do not feel comfortable with the use or lack the
skills required to effectively manage it to teach; (viewpoint)
inconsistency in evaluation, particularly in "cohort" tasks;
and (inherent) weakness or difficulty in relationships with
peers, especially in teaching strategies.
Despite the best intentions of educators to provide learning
experiences that unbiased and fair-handed to learners
irrespective of the teaching platform, most teachers appear
anxious and inadequately prepared to teach via wholly (or
mostly) online especially when such a platform are
unknown to them [21, 25-28]. This will result in the
exclusion of learners with intellectual from the learning
situation due to their levels of competency and proficiency
in using various types of virtual learning tools.
A main characteristic of learners with intellectual disability
that would somehow preclude them from engaging in the
relevant learning experience through a range of Learning
Management Systems (LMS) [17] are significant
deficiencies both in mental capacity and social competencies
as demonstrated through lack of logical, social and
functional coping skills required for daily living.
Traditional teaching approaches generally take on group
activities, which are a key element in the education sector
that promotes the development of appropriate interpersonal
and accessible employable skills. Moreover, barriers that
can prevent successful use of VLS for teaching learners with
moderate intellectual disability apart from those typically
linked to group assignment would generally segregate
learners from participating in learning task, This is due to
their inability to access learning material and get connected
to learning interface. This set of additional factors helps to
further prevent learners with intellectual disabilities who
would have built up the skills needed for multitasking when
faced with various challenges to excellence.
It is therefore important to discuss the targeted inclusion of
such communities and approaches to make it easier for them
to participate [29]. In addition to the development of social
relationships by improving learners' experience through
virtual space, the different variables that can potentially play
a critical role in the achievement of learners with intellectual
disabilities in the digital environment include learning
capacity and intrinsic motivation. As noted [30], it is crucial
for teachers using virtual learning space to use teaching
strategies to ensure that learners are adequately challenged
when compared to their higher-level cognitive abilities,
rather than simply transferring content to them. Based on the
benefits and flexibility that can be derived from virtual
learning space because various opportunities for assessment
is provided which can adopt different types of technologies
when compared to the technological limitation associated
with traditional, face-to-face class interaction and teaching
methods [20, 31-33]
Impact of ICT or web-based system on Education of
Learners with Intellectual Disability
Some of the likely impacts of virtual learning classroom
include:
Mobile devices are assumed to provide consistency
across different learning situations, allowing learners to
make correlations about what they experience, capture,
access, and think about overtime, location, and people [34].
The level of motivation of learners with
intellectual disability will increase when virtual learning
tools is used for teaching them which in turn will contribute
to cognitive and social development [35]. The use of virtual
learning tools will enhance self-concept and attitudes
towards the learning of learners with intellectual disability.
Recent findings on the impact of iPad applications
on critical thinking and general educational outcomes
among learners grouped at-risk have revealed that practical
significance was reported for adopting iPad applications to
assist in teaching skills related to “alphabet knowledge and
number concept” [36]. Levels of spoken communication and
cooperation of learners with intellectual disability will likely
improve as a result of using a web-based or computer
system for teaching because complex speech and the
development of fluency will be encouraged through this
mode of teaching.
Various learning processes such as cognitive,
sensorial, or mobility domains will be improved as a result
of developing applications that are both appropriate and
adaptable [37] for a virtual learning experience. Learners
with intellectual disability with the use of a web-based
system can interact more frequently with their peers by
participating turn-taking that is a learner with responding to
questions or perform a task while others wait for their turn.
Learners with intellectual disability can be taught
how to narrate they are using a web-based computer system
as they draw and colour pictures or move objects and
characters around the screen. The time spent on learning
should be a maximum of 10 – 20 minutes if the teaching on
a web-based computer system or technology is to have a
positive impact on them to minimize boredom.
Other impacts of the VLS include the potential of
both teachers and peers to provide "real-time" assistants, the
adaptation of the teaching strategy to meet the individual
needs of the learner, and the acquisition of skills required by
learners to play a more participatory role in designing of the
learning environment, each of which contributes to justify
the inclusion strategies of learning online in education [38]
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and by doing this the teacher have been able to provide the
necessary support to learners with intellectual disability who
would have been secluded from learning due to the social
distancing that comes with pandemic like COVID 19.
Problems Associated with Virtual Learning Classroom
Various reasons can be attributed to teachers' resistance to
using virtual learning equipment to provide instruction to
learners with intellectual disability. Such resistance could be
natural due to the tendency to want to avoid new ways of
doing things. The reason for teachers resistance of adopting
virtual learning space according to [39], can be associated
with internal factors such as competencies skills possessed
by the teachers to manipulate the equipment satisfactorily
and attitude of teachers towards the integration of virtual
technology in lesson delivery while external factors include
in-service training on the use of the tools, appropriate
hardware and software are not readily available and
inadequate teaching equipment. Submissions based on
research findings identified teachers' confidence in using
some of the devices, beliefs about the value of technology
and the ability of learners to comprehend the instructional
content were internal factors serving as barriers to teachers‟
utilization of virtual equipment [40].
Moreover, [42] noted that the negative attitude of teachers is
responsible for the slow adoption of innovative technologies
in providing instruction to learners with intellectual
disability, especially in developing countries such as Nigeria
which is supported by [38] who argued that lack of interest
in online teaching resources and the complexity of pre-
service skills development for teachers are factors associated
with refusal of teachers to use ICT tools for educational
purposes. Furthermore, the successful use of VLS cannot be
ensured without the availability of ICT resources (social
media, Internet, e-mail, computer or cell phone that are
internet-enabled, etc.) and the energy needed to power the
devices. The power supply in most urban areas is epileptic
or inconsistent while most areas in the rural areas in Nigeria
are not connected yet to the national grid for the supply of
electricity. Challenge will be confronted inefficient
incorporation of most technological devices in providing
virtual learning programme because alternative sources of
power supply in Nigeria is not visible among most Nigerian
due to the poverty level of the people. Most Nigerians in
rural areas do not have access to constant mobile service and
telecommunications facilities just like electricity. Even,
network services in urban centres for mobile lines are not
adequate to serve the growing population. An individual that
have access to services complain of epileptic supply and will
therefore make the integration of a virtual classroom
learning environment for learners with intellectual disability
difficult.
Furthermore, the dial-up cost for most Nigerians is on the
high side due to the poor state of the mobile network. The
introduction of GSM in August, 2001 have not improved
access with the cost not affordable to most parents of
learners with intellectual disability who will be responsible
for ensuring their children can learn during this period. It
should be noted that Nigerians have been pauperised by the
poor state of the nation‟s economy making it relatively
difficult for most middle-income earners to afford basic
gadgets required for the virtual classroom experience. Thus,
devices needed for accessing virtual learning space among
most Nigerians might not be affordable because it is seen as
luxury goods by most families. The resulting impact is that
the integration of online resources such as e-mail,
newsgroups, world-wide-web, etc. to provide necessary
learning experiences to learners with intellectual disability
during the lockdown period in Nigeria may be difficult.
In some situations basic ICT infrastructures required for
functional and effective virtual learning environments are
inadequate. The results of research conducted in 2002 by
Nigerian who are American based Information Technology
Professionals have shown that it could take around 50 years
for Nigeria to close the gap with America based on the
current ICT penetration concerning the number of personal
computers (Pc) available per household. [9] because the cost
of PC is a challenge to most families. Finding a solution to
these problems is crucial and will go a long way to enhance
access to virtual learning space by learners with intellectual
disability at their convenient. Efforts should be made in both
rural and urban areas to intensify improvement of
“electricity, telecommunication and other communication
facilities” [43]
The issue of “one size fits all” mode is specifically
highlighted in collaborative learning activities (group work)
because it allows identifying individual differences between
and across groups. The reason may be due to the application
of generalised pedagogical assumption that is linked with
collaborative learning activities in virtual learning space
because the focus is not on delivery rather on task/content
[24]. Along these lines, the presumption that learners will
both know and have the option to participate in group tasks
irrespective of the mode of teaching prevails because if the
notion that one-size-fits-all should be adopted. Learners
with intellectual disability access and participation in virtual
learning space can be affected by personal factors [29].
Commitments such as caring for siblings or expectation to
perform various house chores can prevent parents from
giving required support to a learner with intellectual
disability to participate regularly in "scheduled tutorials/live
sessions” [17].
Moreover, the same way that virtual learning space provides
flexible and convenient learning experiences to learners it
can also result in distraction and inability to participate
effectively in scheduled learning tasks which may be due to
“personal factors that impede learners‟ ability to participate
include [17]. Some of the software applications available are
not designed for the benefits of learners with intellectual
disability. The applications are rarely designed to solve
learning challenges [44] but as potential solutions to
business. It is neither trivial nor obvious to convert some of
the applications for virtual learning space because it will
require stakeholders in the educational sector to identify
affordability and difficulty that may likely be confronted so
that the application can be repurposed to meet specific
pedagogical goals of specific content areas. Focusing on
VLS alone can lead to the assumption that students are
taking technological related courses and impact on learning
rather than on the topic they are expected to study [45].
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Recommendations
1. Access to virtual learning space and internet should
be sufficiently made for students with intellectual disability
so that learning will be seamless/
2. The quality of digital content should be meaningful
and culturally based on efficiency.
3. It is important that teachers possess the required
knowledge and skills required to ensure that learners with
intellectual disability are assisted to learner using the virtual
learning space. Therefore focus should be placed on the
training and professional development of the teachers.
4. Crucial infrastructure should be invested because
the quality infrastructure will help enhance the interaction
between learners and teachers. The implication is that
investment should be wisely done to achieve set goals.
Conclusions
Nigeria is faced with the challenge of deploying information
and communication tools that could be used for the
implementation of virtual learning for learners with
intellectual disability based on some of the problems that
have been discussed above. Exploring some of the suggested
solutions so as to mitigate identified challenges associated
with sing VLS for teaching by government and stakeholders
is crucial. This will result in teachers of learners with
intellectual disability adoption of VLS for teaching not only
during a situation that requires social distancing, but as a
way of enhancing classroom instruction. Apart from socio-
economic difficulties that have impeded IT development,
the prevailing infrastructure on the ground is another factor
affecting IT development in the country. Moreover, it is
important that manpower development is embarked on
through regular workshops and training so that teachers are
conversant with virtual learning modes of teaching.
Funding
This work was supported by the South African Research
Chairs Initiative of the Department of Science and
Innovation and National Research Foundation of South
Africa. South African Research Chair, Education and Care
in Childhood, Faculty of Education, University of
Johannesburg South Africa [grant number: 87300, 2017].
Acknowledgments
I am very grateful to experts for their appropriate and
constructive feedback to improve this article.
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