Implementation of E-Learning in New Taipei City During COVID-19

During the COVID-19 pandemic, educational institutions around the world have closed, affecting more than 60% of students and causing massive disruption to the education system. Taiwan is no exception. For this sudden and dramatic change, teachers, students, and parents all confront significant chall...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2022, Vol.18 (4), p.em2092
Main Authors: Lin, Mei-Chun, Chen, Hsin-Chueh, Liu, Hsiang-Hu, Chang, Chun-Yen
Format: Article
Language:English
Subjects:
Access to Computers
Asynchronous Communication
Attention
Barriers
Blended Learning
Coronaviruses
COVID-19
Educational Technology
Electronic Learning
Elementary Education
Foreign Countries
Learning
Medical research
Online Courses
Online instruction
Pandemics
Parent Teacher Cooperation
School Closing
Student Evaluation
Students
Students with Disabilities
Synchronous Communication
Technological Literacy
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Summary:During the COVID-19 pandemic, educational institutions around the world have closed, affecting more than 60% of students and causing massive disruption to the education system. Taiwan is no exception. For this sudden and dramatic change, teachers, students, and parents all confront significant challenges. In order to make specific suggestions for improvement, the study aims to explore the current state of e-learning in Taiwan and to understand the difficulties faced by teachers, parents, and students. The study conducted in-depth interviews with 20 teachers, 12 parents, and 24 students. The research results show that in New Taipei City, there are barely any online courses for grades 1 and 2, blended learning is mainly for grades 3 and 4, and synchronous e-learning is designed for grades 5 and 6. The main challenges in adopting e-learning in primary schools include, as follows: (i) Teachers, parents, and students are unfamiliar with the user interface of the e-learning platform. (ii) Insufficient hardware and software equipment at home. (iii) Teachers cannot take care of special students. (iv) Communication between teachers and parents is not smooth. (v) Difficulty in assessing learning progress online. (vi) Students are easily distracted from their studies. Based on the above research results, the researchers put forward specific suggestions for future online teaching practices.
ISSN:1305-8215
1305-8223
1305-8223
DOI:10.29333/ejmste/11889