1. Introduction
Recently, the Covid-19 pandemic has affected all aspects of society around the world. In Vietnam, our education system has suffered from serious consequences for the past three consecutive years. Online teaching has been an important solution to maintain teaching and learning activities for teachers and students in the academic year. It is necessary to assess the effectiveness of online teaching during this time. In this preliminary research, within a narrow scope, this article will discuss some issues regarding online teaching for natural sciences subjects (physics, chemistry, and biology) in high school education.
2. Contents
2.1 Definition of Online teaching.
Online teaching can be understand as a form of teaching that allows us to receive information through devices such as phones, computers, and tablets connected to the internet. Students can learn at home or anywhere without the need to go to school.
This form of teaching has existed for a long time around the world. There have been many studies and definitions of online teaching by researchers, but they all agreed that e-learning is a virtual learning method through a networked device to a server elsewhere that stores electronic lectures and software to remotely ask questions, make requests, or provide assignments for students.
The first online class was conducted at a university in California (USA) in 1986. To date, there have been over 21 million registered online learners in the United States.
The conditions for conducting online teaching are the use of internet, learning management software with supporting tools such as Zoom, Skype, and Google Meet for interaction purposes between teachers and students.
Regarding the form of online teaching, it can be entirely online or a combination of online and face-to-face teaching. During the COVID-19 pandemic, educational institutions mainly used the form of entirely online teaching.
The advantages of online teaching include cost and time savings, independence from time, space, and weather, teachers and students can proactively arrange teaching and training schedules anywhere and anytime, and the development of students' self-learning abilities.
The disadvantages of this form of teaching are dependence on network connectivity, which can cause delays and affect the psychological state of both students and teachers. Additionally, it is difficult for teachers to manage, monitor, and motivate students, and there are fewer opportunities for exchanging ideas and interacting with students.
Online teaching, despite its limitations, is gaining popularity and under development to: increase the learners' autonomy in choosing suitable content, time, and location for learning; diversify training programs, enhance the connection between teachers and learners on a wide scale; learners having the opportunity to access many training programs to receive valuable certifications. Developing the ability to use information technology for teachers and students.
2.2. Survey of Online teaching of natural science subjects in high schools
Approaching the form of online teaching, we had the opportunity to study the theory and practice of this teaching form with students. We researched how to organize teaching, on methods of preparing and building online lessons. In this article, we would like to briefly mention some general comments based on the current situation of online teaching in some experimental science subjects at some high schools.
In some small surveys, we conducted interviews and discussions with 86 teachers and 310 students from high schools in Dak Lak, Quang Tri, Hue, Ba Ria - Vung Tau, and Dong Nai provinces from March to mid-April 2022. The survey was conducted through questionnaires, roundtable discussions, and interviews.
2.3 Survey results and comments
2.3.1. On attitude
Question: Do you like Online teaching and learning?
|
|
Teachers |
Learners |
||||||||
|
Province |
Hue |
Dong Nai |
Ba Ria-Vung Tau |
Quang Tri |
Dak-Lak |
Hue |
Dong Nai |
Ba Ria-Vung Tau |
Quang Tri |
Dak-Lak |
|
Yes |
45 |
25 |
62 |
15 |
12 |
73 |
68 |
65 |
35 |
15 |
|
No |
55 |
75 |
38 |
85 |
88 |
27 |
32 |
35 |
65 |
85 |
Statistics shown that in areas with favorable conditions such as Dong Nai, Hue, Ba Ria - Vung Tau, the proportion of teachers and students who prefer online learning is quite higher compared to more difficult areas. Especially in two provinces of Dak Lak and Quang Tri, online teaching is unfamiliar to most students learning natural science subjects and many teachers, especially in areas like the EA HLEO district (Dak Lak) and Cha Lo (Quang Tri).
The reason why both teachers and students have preferred online learning in recent times is to avoid the pandemic, to work and study at home without having to commute. In mostly favorable areas, teachers and students are more proactive in using technology, where there is stable internet access, and students are quite proficient in using technology.
During the pandemic, whether they like it or not, teachers and students have made great efforts to overcome difficulties and complete their teaching plans according to the regulations of the Ministry of Education and Training, as well as other Education and Training Departments.
2.3.2. Advantages and Disadvantages of Online Teaching
The main advantage mentioned is time-saving, especially during the pandemic when it's not advisable to travel. The use of technology can be maximized, providing opportunities to enhance skills in using digital tools to work and research. Many students in Ba Ria - Vung Tau believe that online learning allows them to manage their time better and access more information. Some teachers also created engaging lectures with audio-visual aids for students.
The biggest challenge is the lack of teaching resources, particularly in areas with limited access to computers and an internet connection, such as Quang Tri and Dak Lak. It is difficult to design digital lectures for science and experimental subjects that require visual aids and virtual experiments. Online learning also depends heavily on the student’s self-discipline and self-learning ability, making it hard to ensure the quality of assessments. Family support is also a crucial aspect.
2.3.3 Achievements
The biggest achievement of online learning during the COVID-19 pandemic is maintaining educational activities and executing the plan for the academic year 2021-2022.
Through online learning, both teachers and students, despite difficulties, were required to overcome and utilize tools, media, and teaching software, thus enhancing their ability to use advanced technology. This is a positive premise for training human resources towards the development of a "digital workforce" as directed by the government.
Online learning also contributes to the development of students' self-study skills. Students know how to build and implement their own study plans, choose study content, search for information, and some students know how to record and preserve lessons to enrich the study content, review, and refer to the opinions of students in Ba Ria - Vung Tau and Hue.
Most teachers believe that the quality of online teaching has not been significant yet, and there are difficulties in evaluation, assessment, and management. In contrast, students have not truly been self-motivated to study.
2.3.4. Requirement for effective online teaching of Natural Science Subjects.
Main requirement is to have a stable internet connection
Educational institutions (high schools, multi-level schools, etc.) need to enhance their infrastructure to serve teaching in general and online teaching in particular, such as electrical systems, transmission lines, and equipment. Strengthen training and create conditions for teachers to improve their IT skills. Manage online teaching strictly. Working with families to manage and encourage students to be self-disciplined in learning.
Teachers: Improve their IT skills, such as designing lesson plans that combine teaching equipment, and using subject-specific tools to design engaging and high-quality lesson plans. Explore innovative teaching methods, assessments, and appropriate management techniques for students. Collaborate with parents to manage and monitor student learning.
Students: Improve their self-discipline and self-learning skills, enhance their IT skills, and be equipped with the necessary infrastructure for effective online learning."
3. Conclusion.
The implementation of online teaching in high schools is necessary. The goal is to develop the ability to use information technology and to foster self-learning skills in students. These are important factors in training human resources for the new era.
Two forms of online teaching should be used: fully online and blended learning, depending on specific conditions and circumstances.
To improve the quality and effectiveness of online teaching in science subjects at high schools, it is necessary to enhance the quality of internet connectivity, especially by providing training to improve the IT skills of teachers.
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REFERENCES
[1] Dang Tu An (2021) – “Proposing some solutions to improve the quality of online teaching and learning today”.
[2]. The Ministry of Education and Training: Circular number 09/2021/TT-BGDĐT on February 30th 2021 on management and organization of online teaching in general education institutions and continuing education institutions.
[3]. Nguyen Trong Tho (2002) – “Application of informatics in teaching chemistry” - Vietnam education publishing, Hanoi.
[4]. Tran Khanh Duc (2000) – “Education and human resource development in the 21st century” - Vietnam education publishing, Hanoi.
[5]. Nguyen Phu Tuan (2018) – “Research on using experiments and visual aids in teaching” – Postgraduate Education – Hue University of Education.
