![]() The results show that students have a medium level of positive motivation in online English learning. To get the data, an online survey questionnaire was created and distributed by using Google Forms. This study, therefore, investigated the students’ motivation in online English learning and found out factors that affect their motivation. Of the various studies on motivation and its role in students’ English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. ![]() Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. This paper further discussed barriers that students and academics faced during online teaching-learning, the pros and cons of online teaching-learning, the quality of teaching-learning, and the state of preparedness for future education.ĭue to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Although this phenomenon proved to be challenging, it has initiated enormous opportunities for creativity within progress. The measures taken to continue education in spite of the pandemic are also highlighted. The review uses particular examples of higher education in the era of COVID-19 in Georgia, Ghana, and Pakistan. This has resulted to digital transformation, which implies overcoming many challenges. Based on the analysis of the existing literature and research on this issue, from the perspective of educators and students, including the experience of different countries around the world, the pandemic has had a great impact on higher education. This paper is a literature review that focuses on the experience of different countries and education systems during the COVID-19 pandemic. It has evidently disrupted education provision at an unprecedented scale. The unexpected pandemic’s mark and impact on education is more severe and longer lasting than imagined. All sectors and areas of life have been affected, which has forced rapid and radical changes towards adaptation in its wake. Hadley (2019) reviewed the following barriers to faculty participation in developing and teaching online courses: inadequate software and hardware, learner procrastination, slow Internet insufficient orientation for learners, lack of technical expertise among instructors, and a lack of release time for instructors to develop and design their courses online (Siga & Acharya, n.d).įor the last three years, the entire world has faced a colossal phenomenon due to the COVID-19 pandemic. (2019), one factor for the delayed uptake of e-learning in higher education is the overwhelming number of faculty members' lack of e-competence. The managerial position includes agenda setting, pace, goal setting, regulation, and decision making, while the technical function is dependent on teachers getting familiar with the technology being utilized and then being able to communicate that degree of comfort to their learners (Martin et al., 2019).According to Houshmandi et al. (2019) conceded that pedagogical function focuses on educational facilitation, while the social role focuses on building a welcoming social atmosphere that is required for online learning. ![]()
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