ISSN: 2226-6348
Open access
With the spread of the infectious Coronavirus known as Covid-19 in early 2020, online learning has become a highly debated topic throughout the world. The majority of education systems have shifted to a fully online learning synchronously or asynchronously. Thus, traditional teaching and learning methods ceased to be viable modes of teaching. The Malaysian education system has made online teaching and learning from home or Pembelajaran dan Pengajaran dari Rumah (PdPR) was mandatory throughout the pandemic. As internet access and coverage in Kapit has limited internet facilities it caused online teaching - learning process to encounter barriers and challenge. Therefore, the purpose of this study was to discover primary school teachers' practises and perceptions toward online teaching and learning during the pandemic. This research has two main objectives which are to explore the teachers’ online teaching and learning practices during the pandemic and to explore the teachers’ perceptions on online teaching and learning practices. This research used a qualitative approach, a case study, which included online interviews conducted through WhatsApp personal chat. Four teachers from different primary schools in Kapit, Sarawak were chosen to be the participants of this case study. The findings of this research had shown that most participants dissatisfied with their online teaching and learning practices they had experienced due to factors such as the internet connection, ICT skills, software and pupils’ response. The teaching and learning through online was less meaningful and not effective for pupils in Kapit. Overall, the researcher hoped that teachers, school administrators and researchers can benefit from this research in order to improve the online teaching and learning in Malaysia.
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In-Text Citation: (Sandak & Yamat, 2022)
To Cite this Article: Sandak, G. A. R., & Yamat, H. B. (2022). A Case Study on Teachers’ Online Teaching and Learning Practices During the Pandemic in Kapit, Sarawak. International Journal of Academic Research in Progressive Education and Development, 11(3), 347–371.
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