TEACHING PRACTICES IN THE NEW NORMAL: QUALITATIVE INQUIRY (SRI LANKA CASE)

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
R. Vivek, Y. Nanthagopan, Sarmatha Piriyatharshan, O. Krupskyi
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Abstract

The public education system shifted towards one centered on information technology due to the COVID-19 epidemic. Hence, in recent years, online learning has emerged as a substantial curriculum component at several educational institutions in Sri Lanka. The present investigation explores the pedagogical practices in Sri Lankan government universities in the new normal via a qualitative approach by interviewing eight instructors in eight public universities. The findings revealed that the pedagogy has shifted to an online context with the pandemic, and the education system continuously applies online teaching, assessment, and evaluation techniques. Teachers and students initially encountered various issues in the new normal, including technical difficulties, economic conditions, and a lack of available resources for integrating IT into the education pedagogy. Hence, current practices should continue facilitating digital infrastructure and blended approaches for better outcomes. The authors recommend that policymakers and authorities take high responsibility for building an effective IT-based strategy. It is vital to train educators and encourage them to fully utilize the recent movement towards online instruction by supplying all the necessary technological skills. Training educators and encouraging them to utilize the recent movement towards online instruction entirely is vital by supplying all the necessary technological skills. The government should provide essential infrastructure and facilities to institutions while working toward creating a welcoming atmosphere within universities. Giving encouragement and financial aid to students is critical to alleviating student pressures while transitioning to online learning methods. Policymakers must consider the significance of the human component and realize that technology alone cannot solve every problem. The present transition in the educational system demands implementing a strategic framework to identify the strengths and address the shortcomings.
新常态下的教学实践:定性调查(斯里兰卡案例)
由于 COVID-19 的流行,公共教育系统转向以信息技术为中心。因此,近年来,在线学习已成为斯里兰卡一些教育机构的重要课程内容。本调查通过对八所公立大学的八位教师进行访谈,采用定性方法探讨了新常态下斯里兰卡公立大学的教学实践。调查结果显示,随着大流行病的出现,教学方法已转向在线环境,教育系统不断应用在线教学、评估和评价技术。在新常态下,教师和学生最初遇到了各种问题,包括技术困难、经济条件以及缺乏将信息技术融入教育教学法的可用资源。因此,当前的做法应继续促进数字基础设施和混合方法,以取得更好的成果。作者建议,政策制定者和当局应承担起建立有效信息技术战略的高度责任。培训教育工作者并鼓励他们充分利用最近的在线教学运动,提供所有必要的技术技能,这一点至关重要。对教育工作者进行培训,鼓励他们充分利用网络教学的最新动向,提供一切必要的技术技能,这一点至关重要。政府应为教育机构提供必要的基础设施和设备,同时努力在大学内营造温馨的氛围。为学生提供鼓励和经济援助对于减轻学生在过渡到在线学习方法时的压力至关重要。政策制定者必须考虑到人的重要性,并认识到仅靠技术无法解决所有问题。当前教育系统的转型需要实施一个战略框架,以确定优势并解决不足。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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0
审稿时长
8 weeks
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