Teachers perceptions and practices of online teaching in response to the covid 19 pandemic the case of myp integrated science at a private school with international orientations

INTRODUCTION

Research Rationale

The COVID-19 pandemic significantly disrupted global education systems, forcing teachers and students to rapidly adapt to emergency remote teaching and learning across all levels.

The COVID-19 pandemic has significantly disrupted children's lives, leading to an unprecedented educational crisis, as reported by UNESCO In the most severely impacted nations, schools were closed immediately following the outbreak in February 2020.

By April 2020, the global health emergency led to the temporary closure of schools in around 190 countries, impacting over 1.6 billion students Consequently, more than 90% of registered students had to either transition to distance learning or leave their education entirely (UNESCO, 2020a).

To ensure continuous learning for students during the COVID-19 pandemic, Vietnam's Ministry of Education and Training (MOET) swiftly implemented remote learning through various channels, including computers and mobile devices In a 2020 virtual meeting with UNICEF, Minister Phung Xuan Nha highlighted that while remote teaching was a temporary measure, it presented an opportunity to accelerate digital transformation within the education system Understanding the experiences and challenges faced during this period of online learning is essential for the educational sector to effectively prepare for any future unforeseen events.

Numerous studies have examined the effects of the COVID-19 pandemic on education quality in Vietnam, highlighting the perceptions, engagements, and challenges faced by college students and lecturers in online learning environments Notable research by Khuong & Tham (2021), Linh et al (2021), and Linh and Khuyen (2020) delves into these critical aspects during the pandemic.

Since the COVID-19 outbreak in Vietnam, researchers have explored primary teachers' perspectives and practices regarding remote learning This study specifically focuses on the views and actions of MYP Integrated Science teachers at a private international school, aiming to understand their approaches to online learning during the pandemic.

Research Aims and Research Questions

This study investigates the perceptions and responses of MYP Integrated Science teachers at a private international school regarding the rapid transition to online teaching during the COVID-19 pandemic The research focuses on two key questions to understand their experiences and adaptations in this unprecedented educational shift.

1 How do MYP Integrated Science teachers perceive online teaching?

2 How do MYP Integrated Science teachers conduct online teaching?

Research Scope

A case study was conducted involving four teachers from the Integrated Science MYP Department at a private international school in Hanoi, from March 5 to May 20, 2022 Each teacher participated in e-interviews lasting approximately [insert duration] minutes, alongside participant observations of online classes totaling [insert hours] over [insert number of classes] sessions Despite the modest sample size and limited research timeframe, this study aims to provide valuable insights into the teaching practices within this specific educational context.

Significance of the Study

In light of the challenges posed by COVID-19 on education, it is crucial for educators to implement strategies to mitigate the impact of school closures Distance education has emerged as a vital and effective response during the pandemic Numerous studies have explored teachers' perceptions and practices regarding online teaching in Vietnam, highlighting the significance of adapting to these unprecedented circumstances.

In 2021, limited research was conducted to explore teachers' views and practices regarding the use of online teaching platforms for MYP Integrated Science in a private international school Understanding teachers' evaluations of the pandemic's impact on teaching and learning is essential, especially since the effectiveness of teacher training programs is largely dependent on in-person instruction.

Recent improvements in teaching methods have led both teachers and students to adapt to a new educational system To enhance student access to resources, teacher educators have explored various online learning tools and services within teacher education institutes Therefore, it is essential to assess whether teachers feel comfortable or challenged by this new approach and how they integrate e-learning and e-teaching methods into their educational practices.

This study explores the perspectives and practices of online teaching among teachers in the Integrated Science MYP department It aims to contribute valuable insights for developing adaptable strategies in response to unexpected changes in education.

Structure of the Study

This study consists of five chapters including this introductory one

1 Chapter I: Introduction This chapter explains the focus of this case study, the rationale for undertaking the topic, the research question, the purpose, the scope, significance and the structure of the study

2 Chapter II: Literature Review This chapter presents an overview of major theories and previous studies relating to perceptions and practices of online teaching among teachers in a private school with international orientations in Hanoi

3 Chapter III: Methodology In this chapter, the methodology including the participants, the research methods, the data collection instruments, and data analysis are described in detail

4 Chapter IV: Findings and Discussion This chapter demonstrates the findings from the interviews, participant observations as well as discuss some significant findings

5 Chapter V: Conclusion, Implications and Recommendation This chapter summarizes the findings, identifies the limitations of the study and offers implications and recommendations for further research.

LITERATURE REVIEW

Definitions of Terms

E-learning, as defined by Aparicio et al (2016), is the integration of learning and technology, encompassing two primary forms: the use of online resources (White, 1983, p 13) and online learning through virtual applications that facilitate user interaction and communication.

Online education, as defined by Singh and Thurman (2019), refers to the use of the internet for teaching and learning, enabling students to engage in learning without the need for physical or virtual co-location In this environment, educators develop instructional modules designed to enhance learning and encourage participation, whether in synchronous or asynchronous formats.

Synchronous learning, as described by McBrien et al (2009), involves students attending live lectures where they can interact with instructors and peers in real time, enabling immediate feedback This format fosters significant opportunities for social interaction among participants.

Asynchronous learning, as noted by Littlefield (2018), lacks a structured format, offering educational content outside of live lectures or courses Instead, it is accessible through various learning platforms and forums, which means that instant feedback and quick responses are not feasible in this learning environment.

According to Delamater and Myers (2004), perception is referred to as

"constructing an understanding of the social world from the data we get through our senses."

In another way, perception is defined as the way people regard, understand, or interpret something (Oxford Dictionary, 2012)

The International Baccalaureate (IB) Middle Years Programme (MYP) comprises eight subject groups:

In this study, I would like to focus on teachers’ emotions and actions with online education for teaching MYP English and MYP Integrated Science in response to the COVID-19

What role do the sciences have in the MYP?

Scientific inquiry encourages critical and creative thinking about research and design, as well as the discovery of assumptions and alternative explanations

In MYP sciences, students develop an appreciation for diverse perspectives, enhance their ethical reasoning skills, and foster a sense of responsibility as active members of both local and global communities.

In the MYP curriculum, how are science lessons organized?

Biology, chemistry, and physics are the most common MYP sciences courses, but schools may develop and offer alternative sciences courses that match the subject group's goals and objectives

Each method enables pupils to satisfy the objectives of all topic groups Through MYP Assessment, schools that offer integrated science courses can register students to receive IB-validated grades

The MYP mandates a minimum of 50 hours of instructional time for each subject group annually, allowing students the flexibility to choose courses from six of the eight subject groups This structure accommodates local requirements and caters to individual learning needs, enhancing educational personalization.

Review of Literature

According to Aparicio et al (2016), e-learning integrates learning and technology, where learning is a cognitive process for acquiring knowledge Technology serves as a facilitator in this process, functioning similarly to traditional educational tools like pencils or notebooks.

From a study of Ruiz et al (2006), Internet-based learning, also known as web- based learning, online learning, and dispersed learning, is recognized as e-learning

Distance learning and computer-assisted instruction are the primary forms of e-learning available today Distance learning enables students to access educational materials and enroll in courses remotely through information technology In contrast, computer-assisted instruction allows students to utilize multimedia packages for e-learning on standalone computers.

Teachers’ perceptions have been discussed in the field of education since the mid-

In the 1990s, research highlighted key aspects of teachers' experiences, including emotions, teacher identities, and the influence of social contexts and educational reforms on both educators and students A comprehensive review by Uitto et al (2015) analyzed 29 years of publications, emphasizing the significance of emotional regulation and its impact on students' emotional well-being within educational settings.

2.2.3 Teachers’ perceptions in online teaching before the COVID-19

College teachers often feel unsure, apprehensive, and unprepared for the challenges of online learning, as noted by Major (2010) This uncertainty largely stems from a lack of necessary tools and supportive circumstances for effective online teaching.

University lecturers' viewpoints are influenced by the specific context and culture of online educational settings, as well as their competencies in technology (Egan & Akdere, 2005), communication (Williams, 2003), and assessment (Aydin, 2013).

A study by Cheok et al (2017) examined teachers' perceptions of e-learning in Malaysian secondary schools, revealing that educators acknowledged both advantages and challenges associated with this teaching method Key benefits identified included improved organization of teaching and learning materials, time savings in updating and locating documents, and a reduction in expenses due to the decreased need for printing and distributing handouts.

Teachers identified key barriers to online learning, including a lack of time caused by heavy workloads and a pressing need for additional training in the online learning system Additionally, some educators expressed concerns about the difficulty of expecting students to take greater responsibility for their own learning.

2.2.4 Teachers’ perceptions of online teaching platforms during the COVID-19 pandemic

Online learning has gained significant popularity in education, particularly due to the COVID-19 pandemic While many teachers express satisfaction with the convenience, flexibility, and effectiveness of online learning, they also face challenges related to the rapid adaptation to various online learning applications These obstacles highlight the complexities of transitioning to digital education during such unprecedented times.

2.2.5 Favorable factors contribute to the positive perspectives of teachers of online teaching

Linh et al (2021) discovered that lecturers expressed satisfaction with e-learning platforms due to their diverse functionalities and the ability to enhance essential skills Additionally, several e-learning platforms were positively evaluated for supplying students with crucial information ahead of their online classes.

According to Luy (2021), in terms of primary teachers’ evaluations, cost- effectiveness is one of the most favorable influences of distance learning during the COVID-19 pandemic

Online classes significantly reduce costs linked to traditional brick-and-mortar classrooms, including expenses for space, facilities, and staff, enabling a larger student enrollment in a single session without needing extensive physical space (Kim, 2020) The sentiments of lecturers regarding the flexibility of time and location in online learning during the COVID-19 pandemic mirror those of educators in the pre-pandemic online learning environment.

Language teachers have found online learning to be a valuable opportunity to develop technology-based teaching skills, especially in response to the shift to online education during the COVID-19 pandemic A study by Linh and Ngoc Anh (2021) indicates that many language teachers view this transition as a chance to enhance their technological competencies Despite initial unease, teachers have become more comfortable with new teaching methods, particularly with support from their associations and technology companies Online training sessions have enabled them to improve their management skills, aligning with findings from previous studies by Etzkorn (2018) and Kilgour et al.

In 2019, the integration of technological advancements into teaching and learning has positioned educators in a transformative role Consequently, the primary objective for professional development in the education sector is to improve teachers' proficiency in utilizing technology for online learning.

In summary, research indicates that educators have effectively adjusted to the rapid transition from traditional in-person classrooms to online learning due to the COVID-19 pandemic Additionally, the integration of technology in education during this crisis has played a crucial role in sustaining student programs.

2.2.6 Teachers’ perceptions of challenges and obstacles of online teaching

Besides the favorable advantages of online learning, there are several previous studies mentioning difficulties and barriers attributed to the sudden changes in education in response to the COVID-19 pandemic

One of the main problems relating to online learning during the COVID-19 epidemic was the capability of managing online classes According to Ly et al

In 2021, the transition from traditional classrooms to online classes resulted in large university class sizes, making it challenging for lecturers to monitor students' academic progress Furthermore, tracking attendance in online lessons proved to be a time-consuming task for teachers, exacerbated by issues such as low-quality Internet connections, which delayed the check-in and check-out process and hindered the timely upload of study materials.

The abrupt transition to online education has left many teachers feeling uneasy, as it demands proficiency in technology, slide design, and the preparation of electronic materials, leading to feelings of worry and confusion Despite these challenges, Linh and Ngoc Anh (2021) note that educators are responding to this shift with a mix of interest, anxiety, and acceptance, recognizing it as the most viable solution during school closures.

Summary of literature review

This chapter presents a literature review on online learning definitions, perceptions, and the MYP program at the researched school, highlighting the advantages and disadvantages of online education, particularly in science teaching The findings reveal that teachers hold varied perceptions regarding online teaching across different contexts, especially prior to the COVID-19 pandemic.

During the COVID-19 pandemic, many academic participants viewed online education as uncertain, challenging, yet promising The literature review highlights various online teaching platforms utilized by educators, revealing both the positive impacts and challenges of using these platforms for science instruction This sets the stage for a deeper analysis in the subsequent chapters.

METHODOLOGY

Context of the study

Established in 1996 as a joint venture, this private international school in Vietnam is recognized for its prestigious status and accreditation to offer the International Baccalaureate Primary Years, Middle Years, and Diploma Programs The school is committed to delivering high-quality English-medium education through a personalized, rigorous, and nurturing learning environment Its exceptional academic standards enable students to pursue higher education opportunities at universities and colleges worldwide.

In February 2020, Vietnam's Ministry of Education and Training (MoET) mandated the suspension of in-person school activities to promote social distancing and combat the COVID-19 pandemic Consequently, school leaders opted for closures, leading to a rapid transition from traditional face-to-face learning to online education This shift enabled all educational interactions, including communication, planning, resource sharing, evaluation, and administrative services, to occur virtually.

Methodological Approach and Rationale – Qualitative Method

In the fifth edition of "Case Study Research Design and Methods," Yin (2014) highlights the significant impact of case studies in engaging both researchers and learners, establishing it as a pivotal resource in the field.

This case study employed individual interviews and participant observation for data collection, alongside a single data analysis method As noted by Bhandari (2020), qualitative research focuses on gathering and interpreting non-numerical data to enhance our understanding of social dynamics within specific groups or contexts According to Hancock et al (2007), qualitative analysis utilizes data to elucidate phenomena, establish meanings, and foster comprehension Typically, such studies involve the categorization of verbal or behavioral data, along with classification, summarization, and tabulation (Hancock et al., 2007).

Both individual and group interviews serve distinct purposes in research, with individual interviews providing deeper insights into personal experiences and group interviews offering a broader perspective on shared events or contexts (Fox, 2009) Group interviews can help create a more comprehensive understanding of a situation (Morgan, 1998) In this study, individual interviews were selected as the primary method, with the responses serving as primary data for qualitative analysis According to Hox and Boeije (2005), primary research findings are essential for addressing specific study problems.

Participant observation, as described by Marshall and Rossman (1989) and Erlandson et al (1993), is a qualitative research method rooted in ethnography that enables researchers to understand diverse perspectives within a community This case study aims to analyze the observed content derived from active participation in English and Science classes, utilizing a social scientific approach to quantify conceptual abstractions and knowledge statements.

Thematic analysis, as highlighted by Joffe (2012), offers a valuable framework for examining both elicited and naturally occurring data, making it particularly useful in media content studies.

This study utilizes a qualitative research approach, as highlighted by Yin (2003), which enhances the understanding of the research problem According to Gustafsson (2017), the qualitative method is effective in providing a detailed description, thereby clarifying the phenomenon under investigation.

Qualitative case study methodology offers several advantages, particularly in investigating phenomena within their context using diverse data sources, which enhances understanding of the problem (Baxter and Jack, 2008; Simons, 2009) This approach allows for an in-depth examination of teachers' perceptions and experiences during the COVID-19 outbreak, serving as an instrument for exploring knowledge creation in quarantine (Stake, 1995) Additionally, it facilitates an understanding of the meanings individuals assign to their interactions, focusing on primary data collection through structured interviews conducted via email This method aims to gather insights into the perceptions and practices of Integrated Science lecturers in the Middle Years Programme regarding education during the pandemic.

Individual interviews are a valuable method for gathering practical data and gaining deep insights into practitioners' real-life experiences, enriching the study's data (Yin, 2003) These interviews can be conducted through various formats, such as phone calls, video conferencing, or face-to-face meetings, allowing researchers to capture vocal responses that clarify the issues being addressed (Ponto, 2015).

To effectively gather detailed responses from participants, the sequence and style of questions should be tailored to the interview context and the unique traits of the interviewees (Gill et al., 2008) Additionally, it is crucial that the question list not only targets specific issues for information collection but also maintains the precision of the questions while allowing for flexibility to explore emerging topics during the discussion (Gill et al., 2008).

Participant observation aims to deeply understand a group's values, beliefs, and lifestyles, often focusing on subcultures within larger societies, such as religious or community groups (Padros et al., 2020) Researchers typically immerse themselves in the group for an extended period, allowing them to access intimate details of the community In my case study, I observed online MYP English and Science lessons to gain insights into lesson design, student motivation strategies, e-learning tools utilized by teachers, as well as the benefits and challenges of online teaching.

In summary, the interview method, participant observation, and thematic analysis significantly enhance the effectiveness of case studies Thematic analysis allows for a systematic and thorough evaluation of data, while individual interviews provide detailed insights into teachers' perspectives, ensuring authenticity in their responses Additionally, participant observations during online learning sessions offer valuable opportunities to understand teachers' views and their adaptations to the rapid changes in educational methods.

Study Design

A case study was conducted between March 5th, 2022 and May 20th, 2022 at the MYP Integrated Science Department at a private school with international orientations

Three educators participated in a semi-structured e-interview and participant observation, with their identities kept confidential for ethical reasons They were identified by codes based on their subjects and the order of their interviews: Teacher C (Teacher Cuc), Teacher T (Teacher Trang), and Teacher R (Teacher Rashi).

Data Collection

This case study utilizes two primary data collection methods: individual interviews and participant observations These approaches were chosen to provide the researcher with comprehensive insights into teachers' perspectives and practices regarding online teaching for MYP Integrated Science in response to the COVID-19 pandemic.

In qualitative research, individual interviews are the most common data collection approach (Sandelowski 2002, Nunkoosing 2005)

Individual interviews, which can be structured or semi-structured, are effective for gaining deep insights into individual perspectives (Bernard, 2002; Adams, 2015) Semi-structured interviews (SSIs) combine closed- and open-ended questions, often enhanced by follow-up inquiries, allowing for a conversational flow with one respondent at a time This flexibility enables discussions to explore various topics, diverging from strict question formats typical of structured polls While in-person SSIs may extend longer than telephone surveys, they typically do not reach the duration of focus groups For this study, I chose individual interviews to gather nuanced insights from three MYP Integrated Science teachers Each interview was scheduled separately, either in-person or via Zoom, with certain basic questions omitted and follow-up questions tailored to individual responses.

The interview questions for the study were finalized on March 28, 2022, with several questions (1, 2, and 5) adapted from Uyen and Long (2021) Additional questions were incorporated and modified to ensure their relevance to the research A total of 10 fundamental questions were utilized during individual interviews, which were conducted in English to maintain academic integrity.

Prior to the individual interviews, notifications were sent to participants via private email to provide an overview of the study and obtain their consent With their approval, audio recordings were made for transcription and analysis The interviews were conducted between April 28th and April 14th, including an in-person interview with Teacher Cuc and Teacher Rashi at the school, and an online interview with Teacher Trang via Zoom, ensuring participant comfort and research convenience.

Individual interviews were conducted using flexible questions that encouraged open discussion, allowing participants to share their thoughts (Kvale, 1996) The researcher guided these interviews, focusing on prepared questions aligned with the study's research objectives (refer to Appendix A for the interview questions) Follow-up questions were posed as necessary after the initial responses Each interview, lasting around 30 minutes, was held either face-to-face or via Zoom To ensure ethical standards, all recorded interviews were deleted following the analysis.

The interview focused on teachers' perspectives on online education during the COVID-19 pandemic, exploring their experiences with various online teaching tools and platforms for MYP Integrated Science Additionally, it sought their insights on the effectiveness of online education in delivering the MYP curriculum for Integrated Science.

The observation research method is one of the most powerful techniques for comprehending a phenomenon in a specific situation It was used in this study (Simons, 2009)

Participant observation, rooted in anthropological research, involves researchers immersing themselves in unfamiliar cultures to study their habits and practices This method requires the researcher to engage in the environment while meticulously documenting their observations.

Participant observation, as described by Spradley (1979), allows researchers to gain insights into the knowledge and behaviors of a group This method involves systematically observing and recording behaviors to inform instructional decisions (Pasanella and Volkmor, 1977) By developing general questions, I chose participant observation to achieve a deeper understanding of the issue at hand.

According to Searle (1993), the observer could evaluate several aspects in terms of education:

Participation and reactivity of the group

Within a group, individual behavior is

Attitudes of individuals and groups, peer dynamics

Structure and organization in the classroom

Methods and materials for teaching teaching methods and an atmosphere conducive to learning

Interactions between students and teachers affect the student's development (history of success)

The participant observation aimed at how to be accepted to observe a lesson

There are several advantages of using participant observation as a research methodology According to Searle (1993), these advantages include:

The emphasis on facts (rather than perceptions or judgments)

In contrast to psychological testing in artificial settings, observation is a direct measure in a natural situation

Observations may be carried out during class

Observation allows you to concentrate on certain objectives and spot previously overlooked behaviors or language use

Observation raises awareness of the ways in which learning can be aided

Observation might aid the selection of effective teaching tactics and materials

The use of observation to assess affective, social, and managerial behavior, as well as the appropriateness and efficacy of student language use, is a valuable technique

In this study, participant observation involved attending online classes on Google Meet through an invitation link provided by the teacher Throughout the lessons, I meticulously noted key aspects of the teachers' behaviors and practices while utilizing online teaching applications.

In conclusion, I found the favorable advantages of participant observation meaningful, and it is feasible to be allowed to observe online lessons in the context of the COVID-19 pandemic.

Data Analysis

3.6.1 Process of analyzing interview data

The interviews were thoroughly listened to and transcribed, a crucial step in data analysis and interpretation (Gillham, 2005, p.121) Each participant's insights were systematically categorized into relevant sections, with key quotes extracted to highlight and clarify the findings After gathering the interview data, the researcher organized it into distinct folders and groupings, utilizing Microsoft Word for the transcription of the audio recordings.

The transcriptions were in English, as all the interviews were conducted in English

The objective of gathering interview data was to explore teachers' perceptions and practices of online teaching for MYP Integrated Science in an isolated international school during quarantine To achieve this, semi-structured interviews were conducted, guided by pre-established themes in the interview questions.

According to Becker and Geer (1957), researchers employ a number of approaches and methodologies to assess their findings

Intensive reading of notes is essential for organizing data into identifiable categories, as highlighted by Bogdan (1973) Following this, a coding procedure is implemented to categorize and group paragraphs systematically Researchers often revisit these categories multiple times before writing Additionally, some utilize content analysis techniques to quantify the frequency of specific phrases or subjects mentioned in their data.

This study explored the utilization of online teaching applications by educators during the COVID-19 pandemic, focusing on lesson design, preferred activities to enhance student motivation and engagement, and the advantages and challenges encountered in delivering online lessons.

During the second semester of the 2021–2022 school year, the researcher conducted twelve participant observations in the online classes of Teachers T, C, and R In the first week, each class was observed for 45 minutes, focusing on teacher-student interactions, teachers' emotional responses during lessons, and the application of online learning tools by the instructors.

To thoroughly document the activities, responses, and interactions of teachers and students in the classroom, the researcher employed a note-taking technique that captured essential elements such as teaching methods, task timing, slide design, and student reactions After each observation, field notes were entered into a Word document, with data analysis commencing immediately in a recursive manner During this process, the researcher also recorded her initial sentiments and interpretations, allowing for a deeper understanding of the observation data.

Summary

This qualitative case study utilized interviews and participant observation to explore how teachers adapted to teaching MYP Integrated Science during the COVID-19 pandemic Three MYP Integrated Science teachers from a private school were interviewed using various methods, and the findings were supplemented with additional data for a comprehensive understanding Ethical considerations were thoroughly addressed throughout the data collection and analysis process.

FINDINGS AND DISCUSSION

Background overview of study participants

The participant’s information, data of profile and grade responsibility at the researched school is presented in Table 1

Table 1 Teachers’ profile and grade in charge

Teacher Trang Teacher T Graduated from the Vietnam

Academy of Science with a master's degree in biology

Teacher Cuc Teacher C Graduated from Hanoi University of Education with a bachelor's degree in teaching chemistry in English

Teacher Rashi Teacher R Having possessed a Bachelor of

Science degree and a Post Graduate Diploma in Nutrition and Dietetics from the University of Delhi, India and has been involved in a number of teaching and professional development programs

According to individual interviews and the accompanying bar chart, Teacher R stands out with 20 years of teaching experience and professional development, which has shaped her beliefs about effectively supporting student learning and growth In contrast, Teacher T has seven years of experience at a university, while Teacher C, the youngest participant, has only two years as a science teacher This study highlights the varied teaching experiences of the three educators, which influenced their perceptions and practices in response to the challenges posed by the COVID-19 pandemic.

Figure 1: Years of teaching experience and teaching in the school

4.1.3 Participants’ teaching plan at the school

Figure 2 illustrates the weekly lesson allocation for each participant at the school, revealing that Teacher R conducts the most lessons with a total of 34, followed by Teacher C with 30 lessons, while Teacher T has the fewest, delivering only 27 lessons per week.

Figure 2: Teachers’ teaching lessons per week

Interview Findings: Teachers’ Perception on Online Teaching

4.2.1 Favorable views and perceptions and discouraging perceptions and challenges

Teachers' perspectives on online learning during the COVID-19 pandemic revealed a mix of emotions and responsibilities regarding the abrupt transition to digital education A study by Rasmitadila et al (2020) highlighted that while educators appreciated tools like Zoom, Google Classroom, and PowToon for facilitating online lessons, they also expressed concerns about diminished enthusiasm, limited discussions, and reduced interaction among students.

Teacher R emphasized that online teaching and learning serve as a valuable option during emergencies like COVID-19, highlighting the contrast with past generations that faced school closures She asserted that online classes, facilitated through e-learning platforms, are one of the most effective solutions for maintaining educational continuity, allowing direct communication between teachers and students.

Teacher C expressed that teaching online was exhausting due to the prolonged periods of standing in front of a screen, highlighting the challenges of a sedentary lifestyle In contrast, Teacher R noted that online teaching for MYP (secondary) students was not typical, pointing out difficulties like disruptions in Google Meet, where students often did not receive links to join classes, and the discomfort of utilizing online tools for writing tasks.

Teacher R expressed her concerns about the abrupt transition to online education, stating that adapting to new technology and meeting student needs posed significant challenges However, she recognized that prioritizing student happiness and engagement became her main focus during this difficult adjustment.

Teacher R highlighted the importance of adapting to the challenges posed by online schooling, particularly for MYP secondary students who were unfamiliar with platforms like Google Meet prior to the COVID-19 outbreak She aimed to create a flexible curriculum that included engaging and enjoyable texts, recognizing the need to inspire student engagement and happiness during a time when many were isolated in their homes for extended periods.

Teacher C emphasized that online learning demands significant responsibility from students Specifically, both students and teachers must utilize smart technology devices, like laptops or smartphones, with internet connectivity to participate in online classes through platforms such as Google Meet or Zoom Additionally, students are responsible for managing their internet quality and study environment, requiring them to maintain focus on the screen for extended periods and work independently.

Teacher T highlighted the challenges of online learning, noting that some students exhibit laziness by choosing leisure activities over studying, often turning off their cameras to avoid engagement However, she recognized that there are students who thrive in an independent learning environment, working diligently to enhance their studies regardless of their grades From her perspective, the abrupt transition to online education during the COVID pandemic has been advantageous for self-motivated learners, while it has also provided an escape for those who prefer distractions over academic responsibilities.

Teacher R initially found online teaching challenging but quickly adapted by acquiring new skills and mastering various software tools After a month or two of dedicated effort, she successfully transformed her online lessons into engaging and effective learning experiences Her journey reflects a commitment to adapting to the evolving educational landscape during the COVID-19 pandemic, as she sought out innovative software and strategies to enhance student participation and class management.

The findings from Teachers R and T highlight significant advantages of online learning, particularly in maintaining academic continuity during COVID-19 school closures Teacher R valued online teaching for its ability to support ongoing education, while Teacher T noted its benefits for diligent students However, the teachers also identified challenges; Teacher R emphasized the need for enhanced technological skills to navigate platforms like Google Meet Additionally, Teachers C and T expressed concerns about student accountability during online lessons and assessments, as the home environment increases opportunities for cheating and reliance on notes.

4.2.2 Teachers’ perspectives on online vs face-to-face teaching environment

All three teachers found online teaching significantly different from in-person learning Teacher C, who said that online learning had a few similarities with face- to-face education

Teacher C noted that online lessons require significantly more preparation time to engage students compared to in-person learning, resulting in fatigue for both students and teachers due to prolonged screen exposure and diminished real interaction A study by Ngoan and Duc (2021) highlighted that teachers experienced tiredness from extended periods in front of screens, which can lead to eye strain and musculoskeletal issues Additionally, online classes negatively impact student engagement, as they often become passive participants, primarily listening to the teacher rather than actively contributing ideas or engaging in discussions.

Teacher R highlights that online learning restricts students' ability to move and socialize, resulting in diminished social interaction and reduced speaking opportunities, as only one person can speak during virtual meetings This perspective aligns with the findings of Ngoan and Duc (2021), which indicate that online teaching negatively impacts students' communication skills due to limited opportunities for discussion and interaction in a virtual environment.

In online learning environments, such as Zoom or Google Meet, students often miss out on valuable social interactions, as they primarily listen to one speaker during lessons without opportunities for debate or discussion Teacher R highlighted that students have fewer chances to communicate with one another outside of class, stating, "they're not talking in the corridors, they're not talking in break time." This limitation significantly restricts their ability to engage socially, impacting their overall learning experience.

Teacher T emphasized the differences between face-to-face and online learning, noting that in-person interactions allow for more spontaneous idea exchange and decision-making In contrast, online education requires more detailed explanations, making it challenging for all students to participate actively Additionally, issues like unreliable internet connectivity and lack of motivation can hinder student engagement in virtual settings.

To enhance learning, it's essential to increase the volume of work and questions provided, encouraging more activities Teacher T notes that sharing ideas in a classroom setting is more effective and convenient compared to online discussions.

Teacher R emphasized the importance of adapting online teaching strategies distinct from traditional face-to-face methods She highlighted the necessity for educators to continually vary tasks and activities to enhance engagement and visual appeal in their lessons Additionally, she stressed the critical need for ongoing innovation in teaching practices.

Participants observation findings: Teachers’ practices and students’

Figure 3: Number of preguided tasks versus total number of tasks in three classes

The bar chart illustrated the comparison between the number of preguided tasks and the total number of tasks in four classes

From participant observations, I found that four teachers assigned students tasks to do at the beginning of an online lesson

At the beginning of online lessons, Teachers T and C assign the majority of tasks to students, while Teacher R assigns fewer tasks initially.

Teacher T and Teacher C emphasized the importance of prescribed exercises for students, as Integrated Science is a challenging subject that necessitates strong memorization and application of theoretical concepts in practical experiments Engaging in academic exercises prior to hands-on practice enhances students' understanding and readiness.

In the initial stages of online lessons, Teacher R encouraged collaborative learning by having students work in pairs or small groups during breakout sessions They engaged in activities related to the assigned topic, such as writing on paper, taking pictures of their work, and sharing these images with the entire class.

In MYP Integrated Science online classes, students engage in preguided tasks such as writing chemical formulas, drawing compound structures, completing combustion equations, and calculating speed Achieving accurate results is essential for these tasks, ensuring a thorough understanding of the subject matter.

For example, with the task of writing the formula for the compounds: in the first participant observation in the Grade 10 Chemistry online lesson on March 28 th ,

2022, Teacher C asked students to write the formulas for compounds, namely propane, hexene, decane, butane, and methene Examples of code generation and category development are presented in Table 2

Table 2: Process of code generation and category creation in observation data in an online lesson by Teacher C

Sample of raw data Coding Sub-category Main category

Teacher C instructed the students to focus on exercise 4 displayed on the slide, dividing the class into three groups of five Each group was tasked with writing the chemical formulas for the compounds propane, hexene, decane, butane, and methene The teacher allocated 10 minutes for each group to complete the assignment.

Tasks/activities designed/used in the online lesson

Task for in online lesson

Teacher created 3 breakrooms for students to discuss

The teacher required groups to do the task on google doc online so that they can share their answers with the whole class

Who volunteer? Inspiring students’ excitement

Suggesting something related to the task

“propane, decane and butane” belong to? And how about

The teacher visited each group and perceived while the students were conversing and finishing the task

Witness, administer and instruct the students while they were undertaking a task

She explained kinds of related elements of compounds for students

The teacher called one group to share via Google Meet

After showing the correct answers, the teacher would start marking groups’ answers and the group having the most correct responses will be given a bonus mark for each member

Giving correct answers and a bonus mark – a kind of motivation

In Physics online lessons, students engage in various tasks such as writing formulas, organizing images by topic, and calculating speed, time, or distance An example of student interactions, questions, communication, and assessment is illustrated in Table 3, which highlights activities from the beginning of the online lessons on April 20th.

Table 3: Process of coding generation and category creation in observation data in an online lesson by Teacher T

Sample of raw data Coding Sub-category Main category

Teacher T showed a picture including a car, a bike, a train, a runner and a camel

Student were asked to look at and order from fastest and slowest in 5 minutes

Tasks designed in the online lesson

Task for in online lesson

Who volunteer? Inspiring students’ excitement

A student answered the order that:

Who esle? I would like to listen to

Giving suggestion Encouraging students’ another answer

And How do you identify the order? engagement

The fastest vehicle is the train, followed by the car, the bike, and the runner, respectively, and the lowest vehicle is the camel

The arrangement of transportation modes is based on real-life observations Both trains and cars rely on petrol; however, cars often experience delays due to traffic conditions, leading to slower travel times Daily traffic jams are a common occurrence, whereas trains benefit from dedicated tracks and predetermined routes, allowing for more consistent and efficient travel.

Confirming the student’s answer and questioning

Challenging and providing students’ explanations

Teacher T: Thank you for your answer and explanation

However, I would like to show you how to know which means of transportation are the fastest or slowest

Leading to the topic of the lesson

Indicating tolerance of students’ mistake

Teaching online maintains the lesson's effectiveness, as evidenced by Tables 2 and 3 Students are provided with opportunities to review prior knowledge and are guided into new content through assigned tasks at the start of each lesson.

As of other tasks during online lessons, three teachers used Google Meet to conduct online lessons

In Teacher C's online lessons, observed over four sessions, the instruction was divided into two parts focused on theoretical knowledge and two dedicated to discussing notes and experimental instructions Due to the COVID-19 pandemic, in-person lab practice was not possible, prompting Teacher C to utilize virtual experiments to effectively demonstrate concepts to students.

In my observation of Teacher T's online lessons, it was noted that two sessions focused on delivering theoretical knowledge, complemented by virtual lab experiments While students displayed enthusiasm for the online demonstrations, engaging in hands-on experiments in a physical lab would likely enhance their learning experience significantly.

In the online lessons of Teacher T and Teacher C, both teachers spent about fifteen minutes to check students’ assigments and then giving correct answer to review previous knowledge

In conclusion, the primary challenge of teaching MYP Integrated Science through online platforms like Google Meet or Zoom lies in conducting practical lessons Nevertheless, three teachers successfully navigated these challenges by implementing engaging activities and utilizing virtual videos to capture students' attention during online classes.

4.3.2 Students’ engagement during online lessons

In the online lessons conducted by Teachers C, T, and R, students focused on carefully listening to instructions to fully grasp theoretical concepts before engaging with virtual experiments Following these experiments, they were tasked with creating reports that detailed their observations, the number of phenomena encountered, and the factors influencing the results Additionally, students participated in exercises involving balancing chemical equations and writing compound formulas To enhance student engagement and motivation in virtual settings, the instructors established a forum for open discussions and debates, allowing students to express their opinions confidently (Nofaie, 2021).

One of the most special points of the MYP program in an international-oriented school in Hanoi is that during the online learning stage in response to the COVID-

19, it is not allowed to assign homework to students Therefore, it could reduce pressure and motivate students to pay as much attention as possible during online lessons.

Teachers’ perceptions about online teaching

There were differences in teachers’ perceptions about teaching online to students

The compatibility between personal interview responses and participant observation in online lessons highlights the challenges teachers face in adapting to technology without prior training Four teachers reported difficulties in teaching online, aligning with Rasmitadila et al (2020), who noted that technical obstacles, student participation, and online teaching experience hindered educators Additionally, there is a consensus among studies regarding teachers' perceptions of the rapid transition to online learning, with one teacher from Rasmitadila et al (2020) expressing challenges in engaging students Fawns et al (2020) also noted educators' concerns about utilizing discussion boards effectively Furthermore, Subekti (2020) found that poor internet connections during online lessons significantly impacted learning effectiveness, with teachers' connectivity issues leading to decreased student attention.

In examining changes in teachers' perspectives on online learning, Teacher R's views align with Todd's (2020) findings, highlighting initial challenges in adapting online education for all students Teachers reported significant time spent on lesson preparation and acquiring new technological skills However, these negative feelings were temporary, lasting only a few months Over time, they recognized the benefits of online learning for enhancing their technological abilities, leading to a significant reduction in the seriousness of the initial problems encountered.

A study by Reena et al (2021) revealed that most participants believed online learning and teaching could improve their practical skills, while a smaller portion felt it was ineffective for acquiring technological skills.

Teacher T noted significant negative impacts on her eye health due to prolonged laptop use and screen time Additionally, a survey conducted by Reena et al (2021) revealed that many teachers experienced heightened stress levels, likely linked to excessive internet usage and screen exposure during online teaching sessions.

A study by Yang (2020) revealed that Chinese teachers had varying perspectives on online learning during sudden school closures, with approximately 37% finding online education challenging Key obstacles identified included unstable Internet connections, unfamiliarity with online teaching technologies, and difficulties in managing course progress Additionally, the current study's interview findings align with Yang's research, highlighting similar challenges faced by educators in the transition to online learning.

When addressing attitudes toward e-learning, it is useful to consider the learning curve in Figure 4 for new technologies, as presented by Glass (1999)

Figure 4: Learning Curve for New Technology Software (Glass, p 78, 1999)

Initial observations indicate a decline in efficiency, which is subsequently followed by gradual improvement The rate of progress and the technology utilized will vary for each teacher This trend may shed light on the slow adoption rates among MYP Integrated Science teachers Additionally, the report highlighted the usage of Google Meet by both teachers and students throughout the COVID-19 pandemic.

Teachers’ practices regarding online learning

The current study identifies popular online learning platforms and activities that enhance student engagement, such as virtual videos and images This aligns with previous research, including a study by Farah and Frayha (2021), where a teacher highlighted the effectiveness of Zoom and Google Meet for conducting interactive online lessons, emphasizing the importance of real-time discussion between teachers and students.

Similarly, the findings from the study by Reena et al (2021) showed that the most preferred app used by teachers for online classes was Google Meet (67.2%), followed by Zoom (43.7%)

The current study revealed that four interviewed teachers actively sought to learn new techniques for utilizing online learning tools independently This aligns with findings from Farah and Frayha (2021), which indicated that half of the participants had not received prior training for the transition to online learning, a shift prompted by the sudden onset of COVID-19, as noted by Teacher D Conversely, teachers who had access to training opportunities before the transition found it beneficial for effectively managing and delivering online lessons.

In the current study, teachers dedicated significant time to preparing for online lessons by sourcing materials for independent student reading, designing presentation slides, and providing feedback on assignments These activities were consistently performed on a daily basis However, the prolonged screen time associated with online teaching has been linked to potential negative impacts on both mental and physical health.

CONCLUSION, IMPLICATIONS AND RECOMMENDATION 53

Conclusion

The study explored teachers' perceptions and experiences of online learning for MYP Integrated Science during the COVID-19 pandemic, utilizing qualitative methods such as interviews with three teachers and observations of 12 online lessons Findings indicated that the abrupt transition from in-person to online teaching was perceived as challenging and ineffective due to various factors Despite this, teachers quickly became proficient with online platforms and actively sought to enhance their teaching methods by creating engaging lessons Tools like Google Meet, quizzes, and virtual science experiments emerged as preferred resources during the school closure Additionally, online teaching was found to save time and reduce costs associated with traditional in-person classes.

While online teaching tools offer numerous advantages, they also present significant challenges The abrupt transition to online education due to the COVID-19 pandemic caught many off guard, resulting in difficulties for both students and teachers accustomed to traditional classroom settings This shift has led to struggles with utilizing online learning platforms and managing internet connectivity Additionally, teachers face challenges in monitoring student engagement during online lessons and ensuring academic integrity during online assessments The experiences and concerns of three educators navigating this transition can provide valuable insights for researchers looking to enhance online teaching programs.

Implications

The study's findings suggest significant implications for lecturers' preparedness in addressing sudden changes and educational reforms, aiming to reduce the negative effects of unforeseen disruptions in the education sector.

Lecturers must be skilled in utilizing online learning platforms and technological tools to effectively teach diverse subjects Despite the challenges highlighted in the literature regarding online learning, it holds significant potential Therefore, it is crucial for educators to design engaging and appealing teaching strategies for online lessons, as the limitations on social interaction and communication in this format can impact student attention and engagement.

5.2.2 Implications for the education sector

Despite predictions of complications for education sector planners over the past decade, few nations were adequately prepared for the impact of the COVID-19 pandemic on their education systems This lack of readiness extended to governments, development partners, and multilateral organizations Previous pandemic threats like SARS, MERS, and Ebola did not equip countries for the swift spread and disruption caused by the novel coronavirus, which affected economies and daily life on a global scale.

The insights gained from this case must be meticulously evaluated for future planning and financing in the education sector This will enable education systems to adapt more effectively to unexpected changes in both the medium and long term.

Limitations of the study

This study has notable limitations, primarily due to its focus on interviews conducted exclusively with teachers from the Science Department at the research school Consequently, the insights gathered may not accurately reflect the diverse perspectives and teaching practices of all educators within the targeted school or across a broader range of schools.

Vietnam Intrinsically, it might not be effective to make generalizations from the results of this study in other contexts

The short duration of the study may limit its credibility, as the qualitative data relies heavily on teachers' subjective experiences and opinions regarding online schooling during the COVID-19 outbreak This focus on personal perceptions introduces the potential for recall and interviewer bias, which can compromise the reliability of the findings Individual interpretations of meaningful experiences can vary greatly, with one person's insight potentially perceived as dissatisfaction by another Nevertheless, the study aims to explore participants' deep reflections on the issue at hand.

Recommendation for Future Studies

Future studies on online learning should prioritize understanding students' opinions and experiences, as lecturers' perspectives are vital Utilizing diverse research methods, such as questionnaires, can yield deeper insights into the complexities of online education This study faced limitations in recruiting student participants to evaluate their views on virtual learning during the COVID-19 pandemic Consequently, further research is essential to explore student perceptions and challenges, providing a more comprehensive understanding of the online learning landscape.

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This appendix outlines the interview questions used in semi-structured interviews with three MYP Integrated Science teachers The interviews were conducted in English, and the sequence of questions in the protocol was flexible During each interview, certain questions were posed while others were substituted with new ones, allowing for a tailored discussion.

May I have your verbal consent to conduct and audio-record this interview and later analyse the information?

To MYP English and MYP Science teachers at the researched school

1 What grade and levels of your students?

2 How long have you taught online lessons? How frequently (How many hours per week)?

3 What do you think about online teaching?

Prompt: Describe your feelings with 3 key adjectives?

4 How do you see online teaching different from and similar to face to face teaching environment?

5 What activities do you often use in your online classes?

6 How do you motivate students in your online classes?

7 What challenges and how do you deal with them in teaching online?

8 Have you received any support from the school during that transition?

9 How have you trained yourself (I mean professional development for yourself) to assure quality online teaching?

10 In your opinion, what skills do teachers need to have when teaching online?

Appendix D: Interview Questions for Teaching Staff from Uyen and Long

This appendix presents the interview questions used by Uyen and Long (2021), of which three questions were chosen and added to the current study’s list of interview questions

“1 How did you adapt from face-to-face to online environment during Covid outbreak?

Are there any differences in designing lessons for face-to-face and online teaching?

2 What activities do you often use in your online classes?

3 For what purposes do you use Learning Management System (Moodle)?

4 Did you face any challenges when teaching fully online courses? How did you cope with these challenges?

5 Did you receive any support from the university during that transition?

6 In your opinion, what skills do teachers need to have when teaching online?”

Research Title: Teachers' perceptions and practices of online teaching in response to the Covid 19 pandemic: The case of MYP Integrated Science at a private school with international orientations

Student: Đặng Thị Phương Anh

Student ID: 21A7510004, Đặng Thị Phương Anh, is a dedicated student who has explored the timely topic of teachers' perceptions of online Science teaching at a private international school in Hanoi While her academic writing and critical analysis skills require further development, she has successfully completed her thesis, which includes a thorough literature review and effective methodologies, yielding valuable findings Her work is well-structured in accordance with university guidelines and international standards, contributing significantly to the fields of online teaching and educators' perspectives.

Dr Trinh Ngoc Anh pt,4

Turnitin Bao cao OQC sang oa xii ly vao: 11 -thg 6-2022 11 :45 +07

KLTN Boi O~ng Th! Phu'dng Anh

Chi so Tu'dng dong

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