Impact of COVID-19 Pandemic on Education: Moving Towards e-Learning Paradigm

Ammar Odeh, Ismail Keshta

Abstract


Background of the study: Besides the economic impact and loss of jobs and revenues, COVID-19 has had a great impact on the education sector, with several learning institutions across the world remaining shut down for months. The overall objective: To evaluate the impact of COVID-19 pandemic on education. In order to achieve this aim, this study has two main questions to investigate: How has the COVID-19 pandemic impacted on education and how can the effect of COVID-19 pandemic on education be mitigated. The methodology:  The study employed a cross-sectional study design in which data was collected using qualitative methods from various education stakeholders as well as secondary literature. The findings and conclusion: Result from both the respondents and the literature review shows that learning has severely been affected by the strict protocols adopted by various governments in response to COVID-19 pandemic. The major responses to COVID-19 like closing up schools have left most learners hopeless as they cannot afford the recommended online learning. The major responses to COVID-19 at the few operating schools include: putting masks, hand sanitization, regular hand washing, constant temperature check for both staff and learners, and lastly change on the sitting arrangements as students are required to maintain a social distance of at least 1.5 meters. Moreover, closure of schools has also had a severe impact on the co-curricular activities that are always undertaken within the academic institutions like athletics, drama and ball games.  The study recommends that measures should be put in place by various governments to ensure that all learners have access to equitable, quality and inclusive forms of education during the present COVID-19 pandemic. The study has ended by recommending future further study.


Keywords


COVID-19;coronavirus disease ;online learning ;education ;digital technology

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DOI: http://doi.org/10.11591/ijere.v11i2.21945

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