Experiences of Online Learning and Teaching during the Second Phase of COVID-19 Pandemic: A Study of Fijian In-service Teachers of Fiji National University.
Keywords:The Coronavirus (COVID-19) pandemic brought havoc on people’s lives, health, and Education system worldwide. The COVID-19 second wave of the pandemic has placed enormous challenges globally, affecting nearly all countries. In the education field, this cri
The current study investigated the experiences of in-service teachers’ at Fiji National University (FNU) during the second phase of the COVID-19 pandemic. The research aimed to contribute to the evidence base of factors affecting the effectiveness of online learning for in-service teacher education in Fiji and identify strategies for improving student experiences in Fiji and similar contexts. The study involved an online questionnaire administered to 97 in-service teachers at FNU and a follow-up one-on-one interview with six questionnaire participants. The paper is structured into three sections: discussion of the findings of the forms of online learning modes adopted by the Fijian in-service teachers and the experiences of in-service teachers online learning during the COVID-19 pandemic; outline of the challenges faced by the in-service teachers in adapting to the online learning process during the COVID-19 pandemic. The main findings indicate that the FNU in-service teachers faced challenges in transitioning from face-to-face to online instruction, but, for at least some, the transition also brought benefits. The four main challenges included poor connectivity issues, unavailability of devices, inadequate technological skills and multiple roles. The benefits of online learning comprised improving students’ technical skills, upskilling education, staying connected during tough times, saving money and time, flexibility and convenience. The study reveals that adaptation should focus on improving the courses and accommodating the digital gap among in-service teachers by providing mobile-friendly, synchronous and asynchronous activities.
Copyright (c) 2022 Fereal Ibrahim, Sangeeta Nath, Sofia Shireen Ali, Naqsheema Shareen Ali
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.