Amani Baseem Arif1
1English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq
Abstract: The efficiency of online education varied across institutions, sectors, and countries. It is noteworthy that while switching to online learning helped to remedy the difficult situation during the pandemic in 2020, the weaknesses that arose from it were largely consistent across various domains. While the majority claimed that the main issue was disinterested or indifferent students, others believed that online education was a relatively new strategy that should be highlighted and studied both during and after the pandemic because it would be impossible to return to focusing solely on traditional education in the modern era. Integrating the online method into the curriculum means reshaping the approaches used by the teachers in the first place. This confirmed approach is more linked to the new digital era of education. A step to be taken here is to have the learners aware of the changes and the requirements by doing courses, workshops, and seminars on the ways that may be followed together with the teachers and the administration which would ultimately reduce the burden on the educators, parents, and society.
Keywords: Online Education, Digital Era, Classroom Management, Student and Teacher Professional Development
Published: September 24, 2023
Allen, I. E., & Seaman, J. (2015). Grade Level: Tracking Online Education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021, May). Faculty’s and students’ perceptions of online learning during COVID-19. In Frontiers in Education (Vol. 6, p. 638470). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.638470
Al-Salman, S., & Haider, A. S. (2021). Jordanian University Students’ Views on Emergency Online Learning during COVID-19. Online Learning, 25(1), 286-302. 10.24059/olj.v25i1.2470
Al-Samarrai, S., & Zibari, S.A. (2020). Education in Iraq: A brief history and current challenges.
International Journal of Social Sciences Perspectives, 4(2), 54-70.
Altun, M., & Ahmad, H.K. (2021). The Use of Technology in English Language Teaching: A Literature Review. International Journal of Social Sciences & Educational Studies, 8(1), 226-232.
Basar M., Zulaikha et al. (2023) The Effectiveness and Challenges of Online Learning for Secondary School Students – A Case Study. Asian Journal of University Education, 17(3), 119-129, ISSN 2600- 9749. https://doi.org/10.24191/ajue.v17i3.14514.
Cull, S., Reed, D., & Kirk, K. (2010). Student motivation and engagement in online courses. In Authored as part of the 2010 workshop, Teaching Geoscience Online-A Workshop for Digital Faculty (pp. 28-29).
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Gao, F., Luo, T., & Zhang, K. (2020). Effects of online synchronous learning on student engagement: An extension of the technology acceptance model. Journal of Computer Assisted Learning, 36(6), 696- 706. https://doi.org/10.1111/jcal.12447
Garg, A. (2020). Online Education: A Learner’s Perspective During COVID-19. Asia-Pacific Journal of Management Research and Innovation, 16(4), ?279-286.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003
Serin, H. (2022). Impact of Pandemic COVID-19 on Higher Education in Iraq. International Journal of Social Sciences and Educational Studies, 9(1), 78-90.
Kaya, N. G., & Akgül, G. (2022). Evaluating online education for gifted students: Parents’ views. Gifted Education International, 38(1), 138-158. https://doi.org/10.1177/02614294211065089
Kraft, M. A., & Blazar, D. (2018). Taking teacher coaching to scale: Can personalized training become standard practice? Education Next, 18(4), 68-75. Retrieved on April 6, 2023, from: https://www.educationnext.org/taking-teacher-coaching-to-scale-can-personalized-training- become-standard-practice/
Lee, S. (2020). The impact of technology training on online learning: A case study of undergraduate students. Journal of Educational Technology Development and Exchange, 13(1), 1-14. https://doi.org/10.18785/jetde.1301.01
Littlefield, J. (2019). What makes a good online course? Retrieved on April 6, 2023, from: https://www.thoughtco.com/what-makes-a-good-online-course-1098017
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467- 9620.2006.00684.x
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141.
Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments and its relationship to student motivation. Journal of Interactive Online Learning,6(1), 27-39. ISSN: 1541-4914
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Tang, Y., & Hew, K. F. (2019). Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.4571
Willingham, D. T. (2018). Unlocking the science of how kids think: A new proposal for reforming teacher education. Education Next, 18(3), ?42-50. ? Retrieved on April 1, 2023, from: https://www.educationnext.org/unlocking-science-how-kids-think-new-proposal-for-reforming- teacher-education/
Zhao Y., Pinto A. M., Gomez M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, ?168 2021) 104212, https://doi.org/10.1016/j.compedu.2021.104212
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2023, Vol.10, No.4