ABSTRACT
Purpose The purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study. Design/methodology/approach This study used phenomenological research design to understand the lived experiences of participants' regarding online teaching. A total of 58 in-depth interviews were conducted among educators, at various levels and analysed thematically using an inductive approach. Findings The findings show online teaching challenges including difficulties maintaining students' engagement, teaching practically oriented courses, assessing students and embracing change, limited knowledge impact and output, anxiety and stress, inadequate teaching environment, increased workload and unstable Internet. The facilitators and enablers were flexibility, free Internet, creating conducive environment, Moodle training, skills acquisition and support from faculty members' and information technology team. Recommendations for improvement ranged from modifying course outline, summarising previous lessons, reducing course load, adequate assessment tools, incentives, guidelines enforcement to regular training. Originality/value This is an original work carried out by the researchers in a specific context. The findings suggest the need to address various challenges for effective online teaching. School managers' and relevant key stakeholders need to understand educators' teaching experiences as well as their recommended improvement strategies, to enhance online teaching.
ABSTRACT
Globally, the spread of COVID-19 has led to the closure of schools, thereby accelerating the expansion of the online learning environment. Though, Fiji National University students' (FNU), had no option than to quickly adopt to this mode of learning, within limited period, their learning experiences are yet to be examined and documented. We used phenomenological study design to explore students' online learning challenges, coping strategies and their perceptions on the causes of COVID-19. A total of 120 in-depth interviews were conducted with FNU students, at different levels and colleges, and analysed thematically, using inductive approach. The three themes emerged included COVID-19 misconception beliefs among students, online learning challenges during the COVID-19 pandemic and online learning coping strategies during the COVID-19 pandemic. The misconception beliefs identified were natural occurrence, manmade for depopulation, unreal/fake and as a means of soliciting for funds. The challenges included ineffective tutorial sessions, lack of learning devices, unstable internet service, inadequate learning environment, socio-cultural practices, feeling of loneliness, anxiety and stress, and difficulties accessing online platforms and acquiring practical skills. The coping strategies used by students ranged from support from family and counsellors, help-seeking, frequent communication, time management, learning flexibility to control over learning environment. The findings highlight the need for policy makers, school managers, lecturers and other key stakeholders to address online learning challenges to improve online learning among FNU students. Relevant information should be provided on the COVID-19 pandemic to clear misconceptions.