E-Learning beyond COVID-19: Challenges and opportunities as perceived by 8th-grade science teachers

Abstract

The spread of E-learning accelerated exponentially during the COVID-19 pandemic. However, teaching science requires more attention than other subjects because it contains more practical activities and hands-on experiences. This study examines science teachers' perception of using E-learning platforms in teaching 8th-grade science during and after the COVID-19 pandemic. Twenty science teachers from 12 private schools participated in this study. The participants' perspectives were ascertained by a researcher-developed survey and a follow-up personal interview. To reinforce the data gathered from the survey, nine science teachers participated in an open-ended interview. The demographic variables used were gender, age, and years of experience. The results revealed that most teachers have positive perceptions towards E-learning. Furthermore, female teachers showed superiority over male teachers in embracing E-learning platforms. Moreover, younger teachers with fewer years of experience had more positive perceptions of using E-learning platforms than older teachers with more experience. However, most science teachers still do not consider E-learning a complete alternative to traditional classroom teaching. Based on the findings, this study proposes that schools increase their investment in and utilisation of E-learning platforms to enhance education and promote independent learning among students.

Keywords: E-learning, E-learning platforms, Science Education, Online Learning, Science Teachers.