Teachers’ Capability, Students’ Motivation and Parents’ Support in Online Learning

Abstract

This study examines how primary teachers developed online education and how parents helped their kids learn from home during the COVID-19 pandemic. To investigate the experiences and subjective perceptions of online classrooms, we used semi-structured online interviews with teachers, parents, and students. The data gathered through the observation of online classes crystalized the interview data. The results of this study showed that teachers struggled to handle online learning due to their insufficient information and communication technology (ICT) knowledge and skills, unstable internet, and a lack of administrative support. Students' engagement in interactivities rose as a result of teachers' ongoing efforts to improve their online pedagogies. Because of the teachers' efforts to administer online classes during the pandemic, students were able to continue their learning at home. To ensure that everyone receives an equal education, online learning is a viable alternative to traditional classroom settings.