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Adapting Education During COVID-19

The COVID-19 pandemic has caused widespread transformations across many aspects of society, including education. Governments have launched emergency policies like closing schools and shifting to online learning to stop infections. This paradigm shift to online teaching has been difficult for many education professionals, causing high stress levels. Teachers face challenges like poor online infrastructure, lack of training, and complex home environments. To help with this transition, teachers need training on their new roles in online learning, such as designing effective e-learning, coaching students through online content, and quickly responding to student needs through intensive communication. Ensuring quality education continues amid the crisis is the moral right of all children.

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1K views2 pages

Adapting Education During COVID-19

The COVID-19 pandemic has caused widespread transformations across many aspects of society, including education. Governments have launched emergency policies like closing schools and shifting to online learning to stop infections. This paradigm shift to online teaching has been difficult for many education professionals, causing high stress levels. Teachers face challenges like poor online infrastructure, lack of training, and complex home environments. To help with this transition, teachers need training on their new roles in online learning, such as designing effective e-learning, coaching students through online content, and quickly responding to student needs through intensive communication. Ensuring quality education continues amid the crisis is the moral right of all children.

Uploaded by

TcherKamila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The current setting under the threat of the pandemic as a result of COVID-19 is causing a

series of transformations in the different compasses of social, political, labor, and economic life.
Different governments have launched emergency policy initiatives based on the suspension of
classes and the closure of educational centers to continue teaching activities from homes through
the use of information and communication technologies to be able to stop the number of
infections. In the paradigm shift that is assuming the transfer from face-to-face teaching to online
teaching and how education professionals must face adaptation to the new global context through
the modular and online modality, a program that has occurred and is occurring in a worried and
immediate way.

Consequently, education professionals are carrying out a process of assimilation toward


new circumstances with a few difficulties, causing situations of high levels of stress. Teachers
revealed that suffered emotional exhaustion, stress, anguish, or anxiety due to confinement and
distance education. Possible challenges facing include poor online teaching infrastructure, lack
of teacher training, information gap, and complex home environment.

The new educational paradigm requires the taking of a series of measures, among which
the training needs of education professionals to facilitate the assimilation. To carry out this new
normal set-up, first, the current context of educational centers caused by the pandemic situation
will be analyzed, specifically, the closure of educational centers and, as a consequence, the
change from face-to-face teaching to modular learning and online teaching through ICT.
Subsequently, different measures and roles of teachers related to the necessary training of
education professionals in this new context will be analyzed.

Teachers are moving forward from traditional to adaptive learning. Although there are a
lot of things similar between the traditional and blended learning set-up when it comes to
curriculum and delivery, there are a lot of new things as well. Because of this, there are new
roles that teachers need to embrace to grow professionally and to effectively teach despite of
changes. These are the following:

1. The Teacher as an E-learning Designer. Simply uploading a video and conducting video
conference cannot be considered as an effective teaching methodology if it was not well-
planned and well-implemented. Similar to the traditional learning design, teachers should
always stick with learning objectives in conducting e-learning
2. The Teacher as a Content Coach. Since classroom hours are less in blended learning
classes, teachers should devote time in providing coaching to learners in engaging with
online content and mobile applications. Additionally, they should encourage students to
be open with questions so as to develop their communication and critical thinking skills.
Teachers should also provide meaningful and constructive feedback that students can use
in advancing their academic competencies and developing self-management.
3. The Teacher as a Managing Correspondent. Adaptive learning requires intensive reading
and writing for the teachers. This is because of the quality feedback they need to provide
to the learners so they can master content and complete standard-based outputs. The
teacher should be good in managing the materials for the students to ensure that they are
understandable and manageable considering the different learning styles. They should
also be quick to respond when a student seems to be lost in the middle of blended
learning classes. This way, learners will always be encouraged and motivated to complete
requirements.

It is the moral right of every child to access quality education amid the crisis our country and
other nations are confronted with, and so education among our learners must continue while
ensuring the health, safety and welfare of all learners, teachers and personnel of the education
department.

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