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Related Concept Videos

Barriers to Effective Communication I01:30

Barriers to Effective Communication I

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A communication barrier is any distortion or interruption during a conversation, resulting in miscommunication of the message. A good communicator should know these barriers and continuously check for the listener's understanding by obtaining feedback.
Communication barriers include the following:
Physiological barriers: They are limitations caused by a person's health condition or disability, such as hearing loss, poor eyesight, illness, or unconsciousness. An example to overcome this...
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Barriers to Effective Communication II01:21

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
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Bullying02:04

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A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment.

Ching-Yi Yeh1, Chin-Chung Tsai1,2

  • 1Program of Learning Sciences, National Taiwan Normal University, Taipei, Taiwan.

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Summary

The COVID-19 pandemic created significant barriers to massive online education, including technological, internal, design, and classroom management challenges. Overcoming these obstacles is crucial for successful global distance learning.

Keywords:
barriersfully online learningmassive distance educationonline learningvideoconferencing fatiguevideoconferencing refugee

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Area of Science:

  • Education
  • Sociology
  • Information Technology

Background:

  • The COVID-19 pandemic necessitated a rapid shift to online teaching and learning globally.
  • Educational institutions worldwide implemented massive distance education to ensure learning continuity.
  • This transition presented unprecedented challenges for educators, students, and parents.

Purpose of the Study:

  • To examine the multi-order barriers encountered by educators during the COVID-19 pandemic.
  • To categorize these barriers into technological, internal, design thinking, and classroom management types.
  • To identify specific challenges faced by students and the emergence of 'videoconferencing refugees'.

Main Methods:

  • Qualitative analysis of educator experiences during the pandemic.
  • Categorization of barriers into four distinct orders (1st, 2nd, 2.5th, and 3rd).
  • Identification of specific issues like internet connectivity, pedagogical redesign, parental burden, and digital fatigue.

Main Results:

  • Identified four orders of barriers: technological (1st), internal/belief-based (2nd), design thinking (3rd), and classroom management (2.5th).
  • Highlighted issues such as unstable internet connectivity, the need for rapid pedagogical redesign, and parental support burdens.
  • Recognized 'videoconferencing refugees'—students lacking internet access and learning opportunities.

Conclusions:

  • Massive online education faces significant, multi-faceted barriers that impede effective implementation.
  • Addressing technological, pedagogical, and socio-psychological factors is essential for equitable online learning.
  • Overcoming these diverse barriers is key to enabling successful global massive online education.