43 Teachers are dissatisfied with the online method of teaching survey

According to an online survey published in the Delhi Commission for the Protection of Child Rights (DCPCR) First Journal – Children First: Journal on Children’s Live. The survey found that most teachers (43 percent) are dissatisfied with online teaching and 9 percent are completely dissatisfied.

About 43 percent of teachers said they were dissatisfied with online teaching during the epidemic while nine percent of them expressed complete dissatisfaction with the teaching method, according to a survey. A total of 220 school teachers, including eight teachers, took part in an online survey published in the Delhi Commission for the Protection of Child Rights (DCPCR) First Journal – Children First: Journal on Children’s Live.

The majority of teachers (43 percent) expressed dissatisfaction with online teaching and nine percent of participants said they were not happy at all, the survey said.

Outbreaks appear to be exacerbated during this time due to the high incidence of epilepsy, with teachers reporting online teaching as absenteeism (14 percent), children with special needs not being considered (21 percent), low attention span (28 percent), and problems expressed by emotional students (19 percent). And no assessment or assignment was completed by students (10 percent).

Participating teachers and students added that online emotional support and group engagement by counselors and social workers have helped children become more expressive and participatory in online learning.

Teachers stressed that parental involvement in school education has become necessary because only they have regular access to children and can be directly involved with them during this period.

Students participating in the study revealed that they missed many school activities, including meeting friends, interacting with people, celebrating, and making friends.

According to the survey, some participants also revealed that they were overloaded with academic practice.

Teachers also share the challenges of adhering to online teaching schedules and fulfilling their responsibilities at home.

The study concludes that for a successful transition to online mode, some things are needed – accessibility and capability of digital platforms, need-based curriculum and pedagogy, and adequate capacity building of the learning community. “

The epidemic shifting of those requirements still poses a major challenge for online education, ”it says.

(PTI)

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