Challenges of Public School Students in Virtual Learning During the COVID-19 Pandemic, Thesis of Accounting

Download Challenges of Public School Students in Virtual Learning During the COVID-19 Pandemic and more Thesis Accounting in PDF only on Docsity! 1 BUS-470 Business Proposal Part 1 BUS-470 Grand Canyon University Proposal Statement Public schools are the favorite schools for many people who love to save money for schooling. It is more affordable to parents or guardians for their children to attend compared to private schools. Public schools are generally in possession of various curriculum activities and provide more after-school activities to the students than private schools. Public schools are the best for most individuals since they are well established and have accessibility to the greatest facilities, such as swimming pools and sporting grounds. Recently, in the period of coronavirus disease 2019 pandemic, most of the public schools were affected. They were shut down mainly for the stakeholders' safety; students, parents, teachers, supporting staff, and many others. In response to this, some of the schools started to embrace virtual learning, but it is a challenging course for public school students. Public school students struggle to adopt the response strategy of adapting to virtual learning to continue with their syllabus and general studies. Students are affected so much in this period since the institutions were forces to closure and in person learning stopped. Problem Statement 2 Most public school students are struggling to adapt to virtual learning. In most cases, the school system lacks the ability to plan the curriculum and standards properly and training the teachers on how to educate the students virtually (Shin & Hickey, 2020). They also failed to properly equip the country with enough technology to accommodate every need and situation of the family during the pandemic of Covid-19. I believe that the ultimate goal of education is to educate and prepare individuals for purpose, mainly through God's knowledge, in preparation to serve in their family, church, and society. Implementing a plan to distribute technology to every student and secure an online platform conducive for the students and teachers. Data and Research Findings Teachers from most public schools are not adequately trained to offer their services to the students through the virtual platform, probably contributing to significant heterogeneity in virtual teaching quality in public schools (Rapanta et al., 2020). The lack of proper training for the teachers has increased students' laxity to start their learning activities, thus reducing their education outcomes. Furthermore, there is also a lack of technical assistance implementation in public schools to assist both the students and the teachers. Digital resources have not been supplied to the various public schools to assist the learning activities. This makes it so difficult for both the teachers and students to embrace virtual learning (Iivari et al., 2020). The teachers and students lack sufficient knowledge and skills on how to use the digital resource. Most public school students do not have access to online resources to assist them, thus making it hard for them to adapt to online or virtual learning. In some public schools, their budget limit hinders them from adapting to the technical assistance for virtual learning (Rapanta et al., 2020). They may also have an inadequate network infrastructure to assist them in digital practices and learning for both the teachers and students. 5 students, which will significantly benefit the school and students (Rapanta et al., 2020). Furthermore, the teachers should adopt new pedagogical practices to guide and motivate the students in their learning activities (Harris et al., 2020). The teachers should also support the integration of online or distance learning with the curriculum since it will make learning easier and enjoyable. The students will benefit more because they can easily embrace virtual learning to accomplish their academic goals. Resources should be provided to parents that would productively support student’s learning and also increase their academic growth, both in in-person and online learning. For example, in-person learning offer parents and students resources for all students that are in K through 12th grades in the United States. Some of these resources help students to develop technical and disciplinary skills. It fosters critical thinking, creativity, and/or social and emotional skills. The public school system should increase the school-parent communication and offer resources and guidance to the stakeholders as an effective practices to aid student in to achieve academic growth. The State representatives and Elected Officials (School Board Members) are responsible for implementing the state requirement in the school. With the lack of technical assistance for the students and the unstable curriculum, the Elected Officials should ensure academic achievements through technology and integrate it into the curriculum. This makes it easier to access, and the student to adapt to the virtual learning program. The interest of students is listened to and safeguarded. The rate of graduation should be increased for more students to achieve their goals. Implementation Methods 6 Virtual learning has become an incredible way for students to better their education. Teaching in an inline platform requires different methods from the face to face classroom teaching. Therefore, teachers and students need to adapt and develop new skills for the virtual learning platform. Teachers should engage and support their students from the start to the end of the course in order to maintain an effective learning community. When the teachers establish their presence, the students will know they are visible and available to assist them in academic issues (Martin et al., 2018). The student will be encouraged to participate in the engagements and discussions if the teachers actively cooperate. Teachers should be trained on using the online platform and the technology resources effectively to offer services to the students. The students, too, should also be trained on using the resources and engaging with their educators. Every student should have access to virtual learning by being provided with the necessary needs such as tablets or computers and access to the internet to make learning easy and enjoyable. Constructive criticism is a vital outcome for a productive learning environment, including online learning. Teacher comments assists in fostering an online learning experience that is engaging, educational, and motivational to every student. The teachers' feedback should be constant during the process of virtual learning (Rapanta et al., 2020). References Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., ... & Ellington, R. M. (2020). From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and evolution, 10(22), 12581-12612. 7 Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life– How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?. International Journal of Information Management, 55, 102183. Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65. Olusola-Fadumiye, T. O., Harun, J. B., & Oke, J. O. (2020, November). Challenges of learning- based technology in the Covid-19 era through the use of social media implementation in the educational system. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 287-291). Atlantis Press. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. Retrieved April, 14, 2020. Shin, M., & Hickey, K. (2020). Needs a little TLC: examining college students' emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 1-14.