TECHNICAL CHALLENGES ENCOUNTERED BY GRADE THREE LEARNERS IN ONLINE DISTANCE LEARNING: FACTORS AND POSSIBLE SOLUTIONS
Type
Other
Authors
Category
Publication Year
2021
Pages
61 pages
Abstract
The sudden transition of traditional classroom setting to online distance learning during the emergence of global pandemic brought by Corona Virus 19 pave way for the emergence of several studies about technical challenges encountered by learners worldwide.
This study investigates the technical challenges encountered by Grade Three Learners of Doña Juana Elementary School during synchronous and asynchronous learning in online class. The goal of this research is finding several factors contributing to the existence of technical challenges and obtain possible solutions to eradicate or at least reduce the occurrence of such predicament.
Quantitative research was utilized for this study through survey method using online questionnaire facilitated through google forms to 116 online learners to four sections in Grade Three. Gathering relevant information by dint of in-depth phone call interviews to random pupil-respondents were applied to further support or confirm conclusions drawn during the overall research method. This study incorporated standard survey methodologies to gain insight into factors influencing the occurrence of technical problems in online distance learning and probable connotation to solve the difficulty. Randomly selected participants were interviewed, and simple descriptive statistics were conducted to analyze the data. Generally, poor and slow internet connection is the foremost technical challenge among the online learners. It has also been found that the quality and speed of internet connection heavily depends on one's network equipment and Internet Service Provider (ISP) that provides bandwidth in mbps. Device used by learners and lack of orientation and training also one of the factors contributing to such technical difficulties. Needless to say, to deliver quality education in an online platform, a strong and reliable internet connection is indispensable. In addition to that, an intensive and comprehensive training on basic computer literacy and features of Google Workspace and Google classroom should be provided for learners prior or during the academic year.
This study investigates the technical challenges encountered by Grade Three Learners of Doña Juana Elementary School during synchronous and asynchronous learning in online class. The goal of this research is finding several factors contributing to the existence of technical challenges and obtain possible solutions to eradicate or at least reduce the occurrence of such predicament.
Quantitative research was utilized for this study through survey method using online questionnaire facilitated through google forms to 116 online learners to four sections in Grade Three. Gathering relevant information by dint of in-depth phone call interviews to random pupil-respondents were applied to further support or confirm conclusions drawn during the overall research method. This study incorporated standard survey methodologies to gain insight into factors influencing the occurrence of technical problems in online distance learning and probable connotation to solve the difficulty. Randomly selected participants were interviewed, and simple descriptive statistics were conducted to analyze the data. Generally, poor and slow internet connection is the foremost technical challenge among the online learners. It has also been found that the quality and speed of internet connection heavily depends on one's network equipment and Internet Service Provider (ISP) that provides bandwidth in mbps. Device used by learners and lack of orientation and training also one of the factors contributing to such technical difficulties. Needless to say, to deliver quality education in an online platform, a strong and reliable internet connection is indispensable. In addition to that, an intensive and comprehensive training on basic computer literacy and features of Google Workspace and Google classroom should be provided for learners prior or during the academic year.
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