At the beginning of 2020, with the outbreak of covid-19, all economic sectors are in crisis. Education enterprises are particularly affected because traditional classroom learning is suddenly interrupted and immediately turned to virtual education(Salakhova et al., 2020). The author, who worked in the field of education for 14 years, was a senior high school teacher at that time and experienced such chaos personally. This article discusses the research on virtual learning difficulties during infectious diseases conducted by the author and CEO of Erudito tutoring, a private guidance company in Ecuador. The company opened in 2011 is a tutor service company that closed down due to the crisis of novel coronavirus pneumonia. Before the formal research, customers and stakeholders informally told the CEO that they found it difficult for supervisors to correctly use the floating platform, for students to learn mathematical concepts(especially geometric concepts) on the screen, and for young students to sit still and not concentrate on computers. Part of the research conducted in 2022 includes two surveys, aiming to understand the biggest challenge of virtual education faced by students and teachers from early 2020 to early 2021. The following are the background of the current problem, the problems included in the survey, the statistics/results of each problem, and the methods for reopening the institution and solving the problems found in the study.
background
As mentioned earlier, we informally collected information about the challenges faced by virtual education in the previous months of novel coronavirus. Now, you need to analyze the research done by others, understand the findings and how to apply them to the doctoral program. He et al.(2021) found that teachers had difficulties in learning how to use several different platforms in technology, and the leaders of educational institutions decided which platform was most suitable for use. Erudito Tutoring was originally located in a Latin American country, where the CEO still lives. Therefore, it is meaningful to learn about the research of other Latin American countries on this issue. Contras et al.(2021) found that in Mexico, it is difficult for teachers to attract students, with technical problems and work problems, and it is difficult to give students personalized attention. The results described by He et al
investigation
In order to understand the learning experience of students during novel coronavirus, 149 responses were received. The results are as follows:
Table 1
Survey: “Learning experience of students during novel coronavirus pneumonia”
Response: No response: Sometimes response:
I clearly understood the homework instructions given to me in the virtual classroom
2/149=1.3% 87/149=58.3% 60/149=40.2%
Reliable Internet connection in virtual classrooms
16/149=10.7% 123/149=82.5% 10/149=6.7%
The teacher has a reliable Internet connection in the virtual classroom
27/149=18.12% 103/149=69.12% 19/149=12.75%
Effectively use the platform designated by the instructor/organization
36/149=24.16% 102/149=58.45% 11/149=7.38%
Teachers can effectively use the platform recommended in the virtual classroom.
17/149=11.4% 88/149=59% 44/149=29.5%
During FANDEMIC, you can effectively communicate with your tutor.
8/149=5.36% 64/149=42.95% 77/149=51.7%
During the pandemic, I can effectively communicate with my classmates
3/149=2% 96/149=64.4% 50/149=33.5%
The students control the microphone, which affects my teaching quality
13/149=8.7% 88/149=59% 48/149=32.2%
Anxiety affected my behavior during covid-19 quarantine
7/149=4.7% 79/149=53% 63/149=42.3%
During covid-19 isolation, depression affected my performance
6/149=4% 80/149=53.7% 63/149=42.3%
The first survey shows that the biggest difficulty for students to learn after infectious diseases is that they cannot always use the new platform effectively. They and their teachers have network connectivity problems, and it is difficult to communicate with peers. In addition, a high proportion of students said that anxiety and depression would affect their behavior.
The second survey is to gain an in-depth understanding of the teachers’ experience during covid-19. A total of 120 responses were received. The results are as follows:
Table 2
Investigate “difficulties faced by teachers during the epidemic of novel coronavirus pneumonia”
Response: No response: Sometimes response:
I can effectively convey the instructions that students need to complete in virtual homework
0/120=0% 98/120=81.66% 22/120=18.33%
Reliable network connection in the classroom
6/120=5% 105/120=87.5% 9/120=7.5%
My students reported that not being able to access the Internet was the reason for not attending classes.
3/120=2.5% 17/120=14.16% 100/120=83.33%
I can effectively use the popular platform during the epidemic(Zoom, Microsoft team)
1/120=0.83% 55/120=45.833% 64/120=53.33%
My students can effectively use the virtual classroom recommendation platform.
2/120=1.66% 68/120=56.66% 50/120=41.66%
I can effectively communicate with students during infectious diseases
2/120=1.66% 52/120=43.33% 66/120=55%
I can effectively transfer the knowledge I should share in class
7/120=5.833% 97/120=80.83% 16/120=13.33%
The students’ microphone operation affects my teaching quality
6/120=5% 81/120=67.5% 33/120=27.5%
Anxiety affects classroom performance during covid-19
23/120=19.16% 82/120=68.33% 15/120=12.5%
Depression during covid-19 affected my classroom performance
17/120=14.16% 76/120=63.33% 27/120=22.5%
The second survey showed that the biggest problem teachers faced during the epidemic was that students used poor network connectivity as an excuse for not attending classes(83.33%). They found it difficult to use the new platform. I think communication with students is ineffective. A high proportion of teachers(more than 60%) said that, like students, depression and anxiety are affecting classroom behavior.
Practice
In order to solve the problems found in the student questionnaire, Eridito tutors currently only use Microsoft Teams and Zoom. Training will be provided to new lecturers, so that students do not know how to use whiteboards. After 2020, Internet connectivity problems will be significantly reduced. Since the network provider has modified it several times according to the number of users on the network, the connection problem is no longer an important problem, and the communication with peers may not be applicable to the erudite map. Because communication is a mentor, Students(parents of students in some cases) Because it is carried out among CEOs of the department. Weekly meetings are held with all stakeholders in the enterprise, and meetings are held between customers and CEOs to discuss the progress and observations of mentors. Measures have been taken to improve the level of communication. After the pandemic, the problems of anxiety and depression have been greatly reduced worldwide. Students who still face these problems are supported by the CEO, who will be recognized when he is in a bad mood.
In order to solve the problems raised by teachers during the epidemic, Erudito implemented new procedures. Because students still use the bad network as an excuse, if students do not inform them that they will not attend class within 4 hours before class, it will be deemed as absence. They still need to pay for it. As for the platform, all teachers have received training on how to use whiteboards from Microsoft Teams and Zoom. The CEO ensures communication between all stakeholders, and gives teachers the same opportunities on anxiety and depression as students.
conclusion
In conclusion, some studies conducted by CEO Erudito used two platforms, namely, to provide students and tutors with mental health support at the level of communication between all stakeholders and the reopening of institutions, and at the end of covid-19 infectious disease in 2022.
Tool file
Contreras，C.P.，Picazo，D.，Cordero Hidalgo，A.，&；Chaparro Medina，M.(2021).
Ha, W, Zhang, Z.J, and Li(2021). Information technology solutions, challenges and proposals to cope with the covid-19 epidemic. International Journal of Information Management, 57102287.
Valentina B. Salakhova, Yuliya V. Bazhdanova, Tuyana Ts. Dugarova, Natalia S. Morozova, Margarita M. Simonova(2020) “The educational crisis under the conditions of the new coronavirus pandemic: a mixed learning model “. Pharmaceutical System Review, 11(12), 1411-1416. doi: 10.31838/srp.20.12210
