CHALLENGES OF ONLINE-EDUCATION: WHAT SOCIETY EXPECTS FROM TEACHERS
DOI:
https://doi.org/10.17770/sie2021vol5.6285Keywords:
challenges, e-education, online education, psychological unreadiness, social expectationsAbstract
The main idea of the article is to present some characteristics of social expectations of teachers’ work that appeared after March 2020 when the whole world found itself in online education. These expectations are rather unified and do not depend on the level of economic development of the country or the degree of involvement in providing educational services online in the pre-Covid period. The article also attempts to analyse the challenges that teachers face while providing educational services online by dividing them in 3 groups: challenges related to students; challenges related to teachers, and challenges related to external factors. As the basis for the research, the results of an anonymous survey of teachers and lecturers from 6 countries were used. The results of the study show that social expectations and social requirements set for teachers and the education system in general by the society in the context of forced and total online education are excessive For writing the article, both theoretical (analysis, observation, reflection, etc.) and empirical (survey, static processing) research methods were used.
Downloads
References
Adedoyin, О., Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments. DOI: https://doi.org/10.1080/10494820.2020.1813180
Ding, S., & Kalashnyk, L. (2020). Resocialization and Readaptation as a Social Need of Post- Corona Period. Postmodern Openings, 11 (1Supl2). DOI: https://doi.org/10.18662/po/11.1sup2/135
Hockridge, D. (2013). Challenges for educators using distance and online education to prepare students for relational professions. Distance Education, 34, 142-160. DOI: 10.1080/01587919.2013.793640
Kluger, J. (2020). The Coronavirus pandemic may be causing an anxiety. Time. pandemic. March. Retrieved from: https://time.com/5808278/coronavirus-anxiety/
LeCun, Y., Bengio, Y. & Hinton, G. (2015). Deep learning. Nature, 521 (7553), 436-444. Retrieved from: https://www.nature.com/articles/nature14539
Marr, B. (2019). How Is AI Used In Education - Real World Examples Of Today And A Peek Into The Future. Forbes. Retrieved from: https://bernardmarr.com/default.asp?contentID=1541
Martin, S. (2019). Artificial Intelligence, Mixed Reality, and the Redefinition of the Classroom. Rowman & Littlefield.
Norvig, P. & Russel, S. (2013). Artificial Intelligence: a modern approach. Pearson Education Limited.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. & Sindhi, S. (2018). Online Education: Worldwide Status, Challenges, Trends, and Implications. Journal of Global Information Technology Management. https://doi.org/10.1080/1097198X.2018.1542262
Pinango, M., Zhang, M., Foster-Hanson, E., Negishi, M., Lacadie, C., Costable, R.T. (2017). Metonymy as Referential dependency: psycholinguistic and neurolinguistic arguments for a unified linguistic treatment. Cognitive science. Multidisciplinary Journal, 41, 351-378. DOI: 10.1111/cogs.12341
Priemer, B., Eilerts, K., Filler, N., Pinkwart, N., Rosken-Winter, B., Tiemann, R., Upmeier zuBelzen, A. (2020). A framework to foster problem-solving in STEAM and computing education. Research in Science and Technological Education, 38 (1), 105-130. DOI: https://doi.org/10.1080/02635143.2019.1600490
Shi, Y., & Yaroschchuk, L. (2020). Post Corona Society: How to Teach People be Social Again. Postmodern Openings, 11 (1Supl2). DOI: https://doi.org/10.18662/po/11.1sup2/149
Tuomi, I. (2018). The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future. Luxembourg: Office of the European Union.
