A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all countries and territories. The outbreak was first identified in December 2019 in Wuhan, China. The countries around the world cautioned the public to take responsive care. The public care strategies have included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies have been put in place as the needed action to flatten the curve and control the transmission of the disease (Sintema, 2020).

Bhutan first declared closing of schools and institutions and reduction of business hours during the second week of March 2020 (Kuensel, 2020, 6 March). The complete nationwide lockdown was implemented from 1 August 2020 (Palden, 2020). In between, movements were allowed, offices began functioning, schools and college reopened for selected levels and continued with online class for others. More than 170,000 children in Bhutan from classes PP–XII are, today, affected by the school closure. The impact is far reaching and has affected learning during this academic year or even more in the coming days. Several schools, colleges and universities have discontinued face-to-face teaching. There is a pressing need to innovate and implement alternative educational and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020).

Research highlights certain dearth such as the weakness of online teaching infrastructure, the limited exposure of teachers to online teaching, the information gap, non-conducive environment for learning at home, equity and academic excellence in terms of higher education. This article evaluates the impact of the COVID-19 pandemic on teaching and learning process across the world. The challenges and opportunities of online and continuing education during the COVID-19 pandemic is summarized and way forward suggested.

Lockdown and social distancing measures due to the COVID-19 pandemic have led to closures of schools, training institutes and higher education facilities in most countries. There is a paradigm shift in the way educators deliver quality education—through various online platforms. The online learning, distance and continuing education have become a panacea for this unprecedented global pandemic, despite the challenges posed to both educators and the learners. Transitioning from traditional face-to-face learning to online learning can be an entirely different experience for the learners and the educators, which they must adapt to with little or no other alternatives available. The education system and the educators have adopted “Education in Emergency” through various online platforms and are compelled to adopt a system that they are not prepared for.

E-learning tools have played a crucial role during this pandemic, helping schools and universities facilitate student learning during the closure of universities and schools (Subedi et al., 2020). While adapting to the new changes, staff and student readiness needs to be gauged and supported accordingly. The learners with a fixed mindset find it difficult to adapt and adjust, whereas the learners with a growth mindset quickly adapt to a new learning environment. There is no one-size-fits-all pedagogy for online learning. There are a variety of subjects with varying needs. Different subjects and age groups require different approaches to online learning (Doucet et al., 2020). Online learning also allows physically challenged students with more freedom to participate in learning in the virtual environment, requiring limited movement (Basilaia & Kvavadze, 2020).

As schools have been closed to cope with the global pandemic, students, parents and educators around the globe have felt the unexpected ripple effect of the COVID-19 pandemic. While governments, frontline workers and health officials are doing their best slowing down the outbreak, education systems are trying to continue imparting quality education for all during these difficult times. Many students at home/living space have undergone psychological and emotional distress and have been unable to engage productively. The best practices for online homeschooling are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may depend on the expertise and exposure to information and communications technology (ICT) for both educators and the learners. Some of the online platforms used so far include unified communication and collaboration platforms such as Microsoft Teams, Google Classroom, Canvas and Blackboard, which allow the teachers to create educational courses, training and skill development programmes (Petrie, 2020). They include options of workplace chat, video meeting and file storage that keep classes organized and easy to work. They usually support the sharing of a variety of content like Word, PDF, Excel file, audio, videos and many more. These also allow the tracking of student learning and assessment by using quizzes and the rubric-based assessment of submitted assignments.

The flipped classroom is a simple strategy for providing learning resources such as articles, pre-recorded videos and YouTube links before the class. The online classroom time is then used to deepen understanding through discussion with faculty and peers (Doucet et al., 2020). This is a very effective way of encouraging skills such as problem-solving, critical thinking and self-directed learning. The virtual classroom platforms like videoconferencing (Google Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based learning management platforms such as Elias, Moodle, BigBlueButton and Skype are increasingly being used.

With the availability of a sea of platforms and online educational tools, the users—both educators and learners—face frequent hiccups while using it or referring to these tools. Some of the challenges identified and highlighted by many researchers are summarized as follows:

Broadly identified challenges with e-learning are accessibility, affordability, flexibility, learning pedagogy, life-long learning and educational policy (Murgatrotd, 2020). Many countries have substantial issues with a reliable Internet connection and access to digital devices. While, in many developing countries, the economically backward children are unable to afford online learning devices, the online education poses a risk of exposure to increased screen time for the learner. Therefore, it has become essential for students to engage in offline activities and self-exploratory learning. Lack of parental guidance, especially for young learners, is another challenge, as both parents are working. There are practical issues around physical workspaces conducive to different ways of learning.

The innately motivated learners are relatively unaffected in their learning as they need minimum supervision and guidance, while the vulnerable group consisting of students who are weak in learning face difficulties. Some academically competent learners from economically disadvantaged background are unable to access and afford online learning.

The level of academic performance of the students is likely to drop for the classes held for both year-end examination and internal examination due to reduced contact hour for learners and lack of consultation with teachers when facing difficulties in learning/understanding (Sintema, 2020).

Student assessments are carried out online, with a lot of trial and error, uncertainty and confusion among the teachers, students and parents. The approach adopted to conduct online examination varies as per the convenience and expertise among the educators and the compatibility of the learners. Appropriate measures to check plagiarism is yet to be put in place in many schools and institutions mainly due to the large number of student population. The lockdown of schools and colleges has not only affected internal assessments and examinations for the main public qualifications like General Certificate of Secondary Educations (GCSE), but A levels have also been cancelled for the entire cohort in the UK. Depending on the duration of the lockdown, postponement or cancellation of the entire examination assessment might be a grim possibility (United Nations, 2020). Various state-level board exams, recruitment exams, university-level exams and entrance exams have been postponed across India due to the COVID-19 outbreak and national lockdown. Various entrance examinations (such as BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020) have also been postponed/rescheduled. The education system in schools, colleges and universities across the country has been severely impacted due to the ongoing situation.

It is also possible that some students’ careers might benefit from the interruptions. For example, in Norway, it has been decided that all 10th grade students will be awarded a high-school degree. A study carried out in France shows that the 1968 abandoning of the normal examination procedures in France, following the student riots, led to positive long-term labour market consequences for the affected cohort (Maurin & McNally, 2008).

School time also raises social skills and awareness besides being fun for the children. There are economic, social and psychological repercussions on the life of students while they are away from the normal schedule of schools. Many of these students have now taken online classes, spending additional time on virtual platforms, which have left children vulnerable to online exploitation. Increased and unstructured time spent on online learning has exposed children to potentially harmful and violent content as well as greater risk of cyberbullying. School closures and strict containment measures mean more families have been relying on technology and digital solutions to keep children engaged in learning, entertained and connected to the outside world, but not all children have the necessary knowledge, skills and resources to keep themselves safe online.

In the case of online learning in Bhutan, majority of the learners are from rural villages where parents are mostly illiterate farmers. Students are engaged in assisting parents in farm activities such as agriculture, tending to cattle and household chores. Some students even requested to postpone exam time towards the afternoon since they had to work on the fields during morning hours.

Some students expressed that they had to attend to their ailing parents/grandparents/family members and take them to hospitals. By evening, when they are back home, it becomes difficult for them to keep abreast with the lessons. Parents whose children are in lower grades feel that it would be better to let the children repeat the next academic year. Majority of students do not have access to smartphones or TV at home in addition to poor Internet connectivity. There is no or less income for huge population due to closure of business and offices. The data package (costs) is comparatively high against average income earned, and continuous access to Internet is a costly business for the farming community. Online face-to-face classes (video) is encouraged by most; however, some students (economically disadvantaged) have expressed that the face-to-face online class consumes more data packages. The teachers are in dilemma as to whom to listen to and which tools to adopt. Some think pre-recorded videos could help; however, this would restrict interactions. It is difficult to design a proper system to fit the learning needs and convenience of all students.

Although there have been overwhelming challenges for educators, schools, institutes and the government regarding online education from a different angle, there are several opportunities created by the COVID-19 pandemic for the unprepared and the distant plans of implementing e- learning system.

It has forged a strong connection between teachers and parents than ever before. The homeschooling requires parents to support the students’ learning academically and economically. Children with disabilities need additional and special support during this ongoing emergency.

The use of online platforms such as Google Classroom, Zoom, virtual learning environment and social media and various group forums like Telegram, Messenger, WhatsApp and WeChat are explored and tried for teaching and learning for the first time ever to continue education. This can be explored further even after face-to-face teaching resumes, and these platforms can provide additional resources and coaching to the learners.

Teachers are obliged to develop creative initiatives that assist to overcome the limitations of virtual teaching. Teachers are actively collaborating with one another at a local level to improve online teaching methods. There are incomparable opportunities for cooperation, creative solutions and willingness to learn from others and try new tools as educators, parents and students share similar experiences (Doucet et al., 2020). Many educational organizations are offering their tools and solutions for free to help and support teaching and learning in a more interactive and engaging environment. Online learning has provided the opportunity to teach and learn in innovative ways unlike the teaching and learning experiences in the normal classroom setting.

As of July 2020, 98.6% of learners worldwide were affected by the pandemic, representing 1.725 billion children and youth, from pre-primary to higher education, in 200 countries (United Nations, 2020). Therefore, making learning possible and available from homeschooling has been the need of the hour.

Pedagogy available and used for face-to-face learning is not feasible for online learning. Though a range of pedagogy has been devised for online and distance learning, teachers who are technologically backward require proper professional development and training in order to orient themselves towards their students

Authentic assessments and timely feedback are essential components of learning. A very crucial part of online distance learning is the availability of helpful formative assessments and timely feedback to the online learners (Doucet et al., 2020). This is found to be challenging for the educators and the education system. It is more challenging in the Bhutanese context due to larger class strength, lack of online teaching infrastructure and professional development, and non-participative nature of the students.

Maslow before Bloom is the common phrase used in education circles. This must be the mission for online learning for the continuation of education during the present pandemic. The phrase is typically used to ensure that our students are safe and have their basic needs met before online learning commences. Domestic violence and child abuse are on the rise as the perpetrators are many a time at home or in the neighbourhood, which is a mental distraction and threat to the learners (Ravichandran & Shah, 2020). With students now experiencing homeschooling during this COVID-19 pandemic, conducive environment at home for all standards and socio-economic conditions is not uniform. Studies should be carried out to support the hardest hit economically disadvantaged groups. In Bhutan, there are reports of students dropping out or opting to discontinue schooling. This has occurred due to the long break enforced by the school closure during the COVID-19 pandemic. Although no studies are carried out to evaluate the direct impact of the pandemic on dropout rate, a research in this area would bring out the factual details.

There are varieties of online infrastructure that have been prepared by many educational firms and made free for learning during this pandemic. The affordability and accessibility to these online infrastructures for all the learners of varied economic backgrounds are still a challenge.

Students with special needs having learning difficulties, such as hearing impairment, visual impairment and mobility disabilities, require additional training with support and guidance. Many caregivers and parents at home are not able to cater to such needs, hindering the learning of this group of learners. Therefore, there is a need for investing time and resources to explore and research the best alternatives for the special educational needs (SEN) of these learners.

As all students’ assignments and examinations are carried out from home, it is challenging for educators to find the authenticity of the work and the actual learning taking place. Moreover, many parents guide and support their children during their learning process, and the extent and degree of support varies greatly. Grading of students is another area of study as no proper criteria are developed and effectively used.

The study on the impact of the COVID-19 pandemic on teaching and learning across the world concludes that although various studies have been carried out, in the case of developing countries, suitable pedagogy and platform for different class levels of higher secondary, middle and primary education need to be explored further.

Internet bandwidth is relatively low with lesser access points, and data packages are costly in comparison to the income of the people in many developing countries, thus making accessibility and affordability inadequate. Policy-level intervention is required to improve this situation. Further exploration and investigation on effective pedagogy for online teaching and learning is an area for research. Need for developing tools for authentic assessments and timely feedback is found to be another area of study. The affordability and accessibility for all the learners of varied economic background is identified as a challenge, for which the educational tools developer could focus on customization. The policy level intervention is also vital. Education system across the world including Bhutan needs to invest on the professional development of teachers, especially on ICT and effective pedagogy, considering the present scenario. Making online teaching creative, innovative and interactive through user-friendly tools is the other area of research and development. This would assist and prepare the education system for such uncertainties in the future.

The lesson learnt from the COVID-19 pandemic is that teachers and students/learners should be oriented on use of different online educational tools. After the COVID-19 pandemic when the normal classes resume, teachers and learners should be encouraged to continue using such online tools to enhance teaching and learning.

Notes

The authors received no financial support for the research, authorship and/or publication of this article.