Coronavirus: Basic Understanding

Mohamed Laid Dambri; Ramdane Mehiri

doi:10.17511/jopm.2020.i02.01

Coronavirus: Basic Understanding

Dambri M.¹, Mehiri R.^2*

DOI: 10.17511/jopm.2020.i02.01

¹ Mohamed Laid Dambri, Faculty, , Mohamed Khider University of Biskra, Algeria, , Algeria.

^2* Ramdane Mehiri, , , Mohamed Khider University of Biskra, Algeria, , Algeria.

Background: Coronavirus infections were first reported from Wuhan China. Although there is controversy about numbers of affected patients, it is assumed that millions of population have been affected already in China.

Methods: Coronavirus infections were first reported from Wuhan China. Although there is controversy about numbers of affected patients, it is assumed that millions of population have been affected already in China.

Results: Coronavirus infections were first reported from Wuhan China. Although there is controversy about numbers of affected patients, it is assumed that millions of population have been affected already in China.

Conclusion: Coronavirus infections were first reported from Wuhan China. Although there is controversy about numbers of affected patients, it is assumed that millions of population have been affected already in China.

Keywords: 2019-nCoV, Wuhan, Coronavirus, Severe acute respiratory syndrome coronavirus, China

Corresponding Author	How to Cite this Article	To Browse
Ramdane Mehiri, , , Mohamed Khider University of Biskra, Algeria, , Algeria. Email:	Mohamed Laid Dambri, Ramdane Mehiri, Coronavirus: Basic Understanding. IJEMS. 2020;06(02):116-117. Available From https://pathology.medresearch.in/index.php/jopm/article/view/431

Introduction

Language learning and teaching is currently regarded as a fascinating subject around the world. Despite the fact that English language teaching and learning has faced several challenges and issues over the years, EFL instructors have played a critical role in generating significant curricula innovation that may assist overcome these difficulties. In today’s modern world, English language materials have mostly used technology to improve the learning and teaching environment and address potential problems. Yedov, Gupta, & Khateapal(2018) state that several language materials have implemented new technologies, such as online platforms and software (Cited in Khatoony & Nezhadmehr, 2020).

Despite all of the downsides and issues associated with utilizing technology to teach English, online classrooms can be convenient in unpredictable situations such as the COVID-19 pandemic, which has not yet been researched in the literature of EFL teaching and learning. The recent phenomenon, the Coronavirus pandemic, has changed the educational sector throughout the world, forcing schools and institutions to close and restrict face-to-face education. As a result, technology integration is important during this time to allow educators interact with students and continue the teaching and learning process in both underdeveloped and developed countries.

Several instructors were able to pursue the educational process and avoid the need to extend the academic year by using online platforms, such as Moodle. However, numerous concerns have been raised regarding how technology deployment may present problems for instructors and students. Therefore, the purpose of this study is to investigate the major challenges that professors encountered when using online classrooms during Covid-19 pandemic. This study sought to investigate the EFL teachers’ challenges in the process of online teaching and explore the impact of these challenges on EFL students' academic performance in Algeria.

Literature Review

Susilowati (2020) asserted that learning activities cannot be postponed since this would demotivate students and disrupt their learning rhythm. During this epidemic, it is the government's responsibility

to establish new regulations so that learning activities may continue to be done safely. Meanwhile, all educational practitioners, instructors, and lecturers should be prepared to adapt their teaching plans to online learning, as a new method of teaching and learning during the Covid-19 epidemic. The selection of technical equipment, platforms, and materials should not place additional strain on the students (p.71). Susilowati made a solid argument on improving students' language listening skills. She claims that, after technological tools and materials, the strategy employed is the next most significant consideration. Because time and Internet connection are limited, professors can employ an approach in which students are encouraged to study independently and critically through the use of WhatsApp listening records. If the maximum amount of learning cannot be attained in each meeting, listening logs can be a good alternative because students will have more time to learn and practice independently at home.

According to Rosalina et al., (2020) there are three aspects regarding the issues that teachers face when it comes to online learning in the Coronavirus epidemic period. They are the supporting facilities such as Internet access, a device, and a budget. Then preceded by the learning process such as the engagement, the explanation, the generation gap between teachers and learners, and the way to control students also challenge to create an effective climate towards the process. Similarly, Anita et al., (2020) claim that there is a conflict between five levels of involvement and five related variables of online learning processes. Learners, teachers' past exposure to online learning, technological competence, pedagogical understanding, and the support system are the five components. Teachers in this study were still having trouble improving the quality of their students' online learning engagement. Nonetheless, these teachers had great hopes that they would be able to improve their competence and professional practices as a result of a growing knowledge of the inadequacies of their online learning delivery and a reinvigorated sense of dedication.

Additionally, Subekti (2021) believes there are three aspects affecting effective online learning, which consist in insufficient supporting infrastructures or facilities, teachers’ limited pedagogical skills in handling online learning, and the lack of teacher-student and student-student social

connections during the learning process. Two good practices were discovered and recognized: teachers' knowledge of learners' struggles shown in their facilitating activities, and the mix of synchronous and asynchronous modes, which could relieve learners' burden and increase learning effectiveness.

Lastly, Yunus et al., (2021) suggest that, despite the potential to learn new technology, the problems faced by prospective teachers outweighed the benefits in the long run. The lack of prior experience in the field of virtual education, as well as their teacher education program's lack of preparation and likely lack of knowledge from both school instructors and university supervisors, may have all contributed to making this experience more difficult and stressful.

Concepts

Online learning as a concept and as a term has continuously been a subject of education research for over twenty years. “E-learning is to take a course online using a modem, wireless, or cable connection to access academic course material from a computer, phone, or handheld device” (Governors State University, 2008, as cited in Sangrà et al., 2012). In this definition, the author emphasizes mainly the technological aspects of online learning. The concept of this definition illustrates online learning as the use of technology for learning purposes. In this same context, Guri-Rosenblit (2005, as cited in Sangrà et al., 2012) defines online learning as “The use of electronic media for a variety of learning purposes that range from add-on functions in conventional classrooms to full substitution for the face-to face meetings by online encounters.” When reading this concept, we find that the author emphasizes the involvement of technology in order to accomplish various aspects of learning. To sum up, we cannot define online learning without mentioning the aspect of technology as it allows students to get access to the online classes in the first place.

From a different perspective, online learning is considered by numerous scholars to be a medium for communication, engagement, and cooperation and assigns secondary roles to its other aspects and functionality. A significant example of this is the definition of the Ministry of Communication and Technology of New Zealand (2008,

as cited in Sangrà et al., 2012), that says that “E-learning is defined as learning facilitated by the use of digital tools and content that involves some form of interactivity, which may include online interaction between the learner and their teacher or peers.” A similar definition of the latter is the definition provided by Bermejo (2005, as cited in Sangrà et al., 2012) indicating that “Online Learning is education that uses computerized communication systems as an environment for communication, the exchange of information and interaction between students and instructors.” As a conclusion, the aspects of communication and interaction between learners and instructors are crucial in online learning.

In agreement with Tao et al. (2006), online learning is a modern learning environment based on electronic networks that has encouraged university students to gain individualized assistance and to provide learning plans that are more appropriate for them and different from other students. This encourages a high degree of interaction and teamwork between educators or teachers and peers compared to traditional learning environments.

Types of Online Learning

There are various ways in which the types of online learning are classified. There are some classifications which are based on the amount of the students’ interaction. Other classifications depend on the timing of interaction. Algahtani (2011) divided online learning into two types : computer-based and the internet-based online learning.

The Computer-based Online Learning

According to Algahtani (2011), Computer-based learning requires the use of a wide range of widely accessible hardware and software for the use of information and communication technologies, and each part can be used in two ways: computer-managed instruction and computer-assisted-learning. In computer assisted-learning, computers are used as an alternative to the traditional approaches in teaching by offering immersive apps as an assisting tool inside the classroom or as a tool for self-learning outside the classroom. However, computers are used in computer-managed instruction to store and retrieve information in order to help in the administration of learning.

The internet-based Online Learning

Internet-based learning is a further enhancement of computer-based learning and allows material accessible on the Internet with links to relevant information sources, such as e-mail services and references that could be used by learners at any time and location, as well as the availability or absence of teachers or instructors. This type provides the value of instantaneous feedback. The asynchronous mode also allows students to communicate with instructors or teachers at different times over the Internet, as well as with each other (Almosa, 2001).

Online Learning and Language Teaching

There are a range of online teaching technologies available, however, sometimes, they present a lot of challenges. These challenges and concerns related to digital technologies vary from installing errors, downloading problems, login issues, audio and video issues, and so on. Sometimes students find online teaching to be boring and unengaging. Students want two-way interaction which sometimes gets difficult to implement. Mediocre course content is also a major issue. Students feel that the lack of community, technical problems, and difficulties in understanding instructional goals are the major barriers for online learning (Dhawan, 2020).

Online Teaching

Online teaching requires proper preparation, and the resulting design of the course should be creative and should enable learners to engage with each other and the materials (Porter, 2004). On the one hand, Deejring (2014) claims that the web based learning model which uses collaborative learning techniques and a scaffolding system to improve learners’ competency at the tertiar level is made up of of 6 components that are (1) Problems, (2) Resources, (3) Collaboration, (4) Related Cases, (5) Scaffolding and (6) Community. On the other hand, Clarke and Hermens (2001) argued that online learning is student-centered because learners can control their own pace of learning, and the activities could be adaptable to best suit the preferred style of learning of students. Online learning offers opportunities for active learning (Dolence & Norris, 1995). Furthermore, Students have the ability to engage in discussions, to voice their views and to share their expertise freely

using good online learning platforms or apps, regardless of classroom size and time (Harasim, Calvert & Groeneboer, 1997).

Online Learning and its Relation to Language Teaching

In language learning context, online learning is there for learners in a manner where they can use it differently depending on their particular needs or as a way to develop formal education; that is, it is used as an alternative learning environment integrated into formal teaching (Gluchmanova, 2015). In reality, online learning provides more interactive possibilities and varied audio-visual aids that allow learners to practice the language they are learning and to involve learners in more online learning activities.

The results of other researchers strongly show that the mindset of learners towards online learning is critical in making use of online learning. The effectiveness of the online learning process relies on the efforts and behaviors of the learners, or, in other words, the effectiveness of online learning is actually related to the effectiveness of its participants (Gluchmanova, 2015).

The Study

In this study, a mixed-methds (qualitative) approach was employed. Two data collection methods (teachers’ interview and students’ questionnaire) were designed and implemented in order to collected the data needed. The main objective was then to understand the big challenges that both EFL teachers and students face, as well as the impact of these challenges on the students' language proficiency. The study population involved all students enrolled in the English language branch at Biskra University (Algeria) and all the teachers of English in the same branch. Out of this large population, a small sample of five teachers and fifty students participated in the study due to the pandemic which led to the university’s closure in March 20, 2020, thus decreasing the teachers’ and students’ availability for long period , or rather the rate of their participation.

Analysis and Interpretation

Analysis and Interpretation of the Teachers’ Interview

Item 1. How did you manage

the unpredictable shift from traditional, face-to-face learning to distance learning during the COVID-19 pandemic?

Based on the teachers’ answers of this question, we could classify the responses into the following categories:

Prepared for the shift: 20%

Unprepared for the shift: 30%

Uncertain: 10%

Overwhelmed: 20%

Unfamiliar: 20%

Figure 1: EFL Teachers’ Experience with the Shift from Traditional to e-Learning Method.

This question was intended to elicit from the teachers responses about their overall experiences with the abrupt transition from traditional or face-to-face learning to distance learning. This question was designed to determine whether or not the teachers were prepared for this shift. Based on the teachers’ answers, it was found that 30% of them were unprepared for the shift to distance learning.

Item 2. Did you face any challenges in distance learning?

It was noticed that all teachers (100%) answered “Yes” to this question, despite the fact that some of them were prepared for the shift to online learning.

Figure 2: EFL Teachers and Challenges in Distance Learning.

Item 3. What were the major challenges you faced in online classes?

Reflecting on the responses of the five teachers regarding the challenges experienced in distance learning, these challenges were categorized into seven (07) main themes, and the frequency of occurrence of these challenges among teachers was calculated as follows:

Time Management: 5%

Learners’ Engagement: 18%

Gadget-related Challenges: 14%

Learners’ Motivation: 27%

Administrative Challenges: 9%

Technological Literacy: 23%

Setting (time & place): 5%

Figure 3: EFL Teachers’ Major Challenges in Distance Learning

Item 4. How did you deal with these challenges?

Manuscript Received	Review Round 1	Review Round 2	Review Round 3	Accepted
31 January 2020	1 February 2020	1 February 2020	1 February 2020	2 February 2020
Conflict of Interest	Funding	Ethical Approval	Plagiarism X-checker	Note
Nil	Nil	Yes	None	16%

Research Article

Coronavirus

International Journal of Research Padagogy and Technology in Education and Movement Sciences

Coronavirus: Basic Understanding

Dambri M.¹, Mehiri R.^2*

Introduction

Literature Review

Concepts

The Study

Analysis and Interpretation

Research Article

Coronavirus

International Journal of Research Padagogy and Technology in Education and Movement Sciences

Coronavirus: Basic Understanding

Dambri M.1, Mehiri R.2*

Introduction

Literature Review

Concepts

The Study

Analysis and Interpretation

Dambri M.¹, Mehiri R.^2*