Teacher Learning Outcomes on Post COVID-19: A Review Based on Malaysia and other Asian Countries Perspective

Vimala, Govindaraju and Zuraini, Seruji and Minah, Mohammed Salleh (2024) Teacher Learning Outcomes on Post COVID-19: A Review Based on Malaysia and other Asian Countries Perspective. INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES, 14 (8). pp. 2536-2555. ISSN 2222-6990

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Abstract

The COVID-19 pandemic has significantly obstructed global education systems, fascinating educators to rapidly evolve to remote teaching and learning environments. This drastic change has interrupted predictable teaching methods and introduced unparalleled challenges. This case study delves into the experiences of educators in Malaysia and select Asian countries during and after the pandemic, highlighting the immediate implementation of lockdowns and the subsequent closure of educational institutions. Social distancing measures and movement restrictions further compounded the negative effects on traditional educational practices, necessitating adaptations in teaching approaches. The study aims to provide an overview of the pandemic's impact on education in Malaysia and other Asian nations, exploring the pre-pandemic educational landscape and the subsequent modifications and professional development undertaken by educators. This review is an integration of distant and hybrid learning modalities using a theoretical conceptual framework. The challenges presented include differences in digital resources, insufficient technological assistance, and a lack of experience in online teaching. The article also highlighted on the long-term effects of these changes and the future of education in the post-COVID era. In the midst of these challenges, educators demonstrated resilience and ingenuity by utilizing all of the resources at their access, collaborating with one another, and searching out chances for professional development to advance their techniques. Accessibility to technology, administrative support, and chances for further professional development are important elements that affect teacher learning outcomes after COVID-19. It assesses the efficiency of governmental initiatives and institutional support networks in fostering teacher learning both during and after the pandemic. Furthermore, this review contributes to the creation of a more robust and adaptable education system for the future by analyzing the experiences of educators in Malaysia and other Asian nations. It also offers insightful information on the prospects and difficulties in post-pandemic education.

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