Chapters authored
Teachers’ Readiness for e-Learning during the COVID-19 Pandemic, South Africa
The event of the COVID-19 pandemic and the respective implementation of social distancing protocols resulted in a rapid transition to online teaching and learning for most education institutions around the world, independent of whether teachers were prepared. The Corona Virus Disease −19 (COVID-19) has interrupted educational processes worldwide. The impact of COVID-19 on the educational system has gained crucial relevance in research, with the intention of identifying a scientifically based solution to this problem. This study is based on the notion that, while the pandemic’s effect is broad, a unit-level analysis can provide some insight. As a result, this study thus investigated the teachers’ readiness for e-learning during the COVID-19 pandemic. A qualitative approach, in particular a case study research design was employed, with sampling consisting of six teachers being purposively and conveniently selected. The findings revealed that teachers do not understand what e-learning is all about and how it can be implemented within the classroom. Another finding was that classrooms do not promote e-learning. The researchers recommend that; education officials need to organize continuous e-learning workshops for teachers. Classrooms need to be redesigned in order to promote e-learning.
Part of the book: MOOC (Massive Open Online Courses)