Internship Report Impact Of Online Learning During The Covid 19 Pandemic

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Internship Report Impact Of Online Learning During The Covid 19 Pandemic sẽ là một bài mẫu báo cáo thực tập với đề tài hay nhất hiện nay chắc hẳn đang được các bạn sinh viên quan tâm và tìm kiếm rất nhiều, chính vì thế ngay bây giờ đây các bạn hãy cùng mình xem và tham khảo bài mẫu hữu ích này nhé. Nguồn tài liệu mình đã tiến hành triển khai như là giới thiệu báo cáo thực tập, chương một là lý thuyết về học trực tuyến,chương hai là tình hình học tập trực tuyến của học sinh và cuối cùng là kiến nghị và sự kết luận của việc học trực tuyến trong đại dịch covid19. Hy vọng nguồn tài liệu này sẽ nhanh chóng cung cấp được cho bạn thêm nhiều kiến thức hữu ích để bạn có thể nhanh chóng triển khai bài báo cáo thực tập của mình. 

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Introduction Internship Report

Since the outbreak of COVID-19 at the end of December 2019 up to now, the acute respiratory infection caused by a new strain of corona virus (nCoV) (referred to as the COVID-19 Pandemic) has created a turning point and a turning point major changes in socio-economic life in most countries in the world, including Vietnam. In which, education is considered as one of the areas most affected. According to UNESCO, since the pandemic broke out to April 8, 2020, nearly 1.6 billion students and students around the world have been affected; 188 countries were forced to close schools nationwide, affecting 91.3% of the total number of students worldwide. Up to now, Vietnam has experienced 4 outbreaks of COVID-19 disease in most provinces and cities across the country. Like other countries, the COVID-19 pandemic not only has a strong impact on socio-economic activities, but also greatly affects educational activities in Vietnam. Specifically, from March to April 2020 when the first epidemic broke out in the country, all schools were forced to close and all students had to leave school to prevent the epidemic according to Directive No. 16. /CT-TTg of the Government. According to statistics until April 2020, all 63 provinces and cities have allowed students to stay at home. Up to now, due to the complicated development of the epidemic, the Vietnamese Government has repeatedly implemented social distancing measures across the province, city or even on a national scale. In that context, in order to prevent the spread of the COVID-19 epidemic; while maintaining the quality of teaching and completing the program on schedule, ensuring the learning of students; many schools have applied teaching in the online form (online) for almost all levels of education.

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In fact, the transition from traditional learning to online learning has created many challenges for students. Research by the group of authors Dang Thi Thuy Hien, Tran Huu Tuan… on barriers to online learning of students of Faculty of Tourism – Hue University has shown some difficulties in learning space as well as other factors. Psychological factors affect student performance. Specifically, up to 64% of students said that there is no private space to study online and are often affected by noise 79.1%; 71% of students emphasized that they were often bothered by family members and felt constrained, not allowed to travel, accounting for 73.7%. Along with that, psychological factors such as “Difficulty concentrating”, “Lack of motivation” are also one of the barriers that students face when studying online.

In addition, the research results of the authors Lu Thi Mai Oanh and Nguyen Thi Nhu Thuy also show that the interaction process between the teacher and the learner also partly shows the influence on the learning results of students. . Specifically, up to 88.5% of students think that it is partly and completely true that it is difficult for students and lecturers to interact and exchange and 73.3% of students think that teachers are not attractive as lively as teaching directly in a traditional classroom. Online learning is one of the advanced and developed learning models in many countries around the world, but difficulties and barriers of this form are still very present. Because of this, many studies have been carried out to identify adverse factors to overcome barriers, towards improving the quality of learning for this form of training.

According to Mungania, online learning barriers are obstacles encountered in the online learning process (at the beginning, during and after the training course is completed) that can negatively impact the learning experience of learners. Thus, it is extremely necessary to identify the difficulties and barriers of students in the online learning process. In the past time, there have been many research studies that have pointed out the factors affecting learners’ online learning. For example, research by Renu Balakrishnan et al. has shown four barriers related to psychological, economic, social, and technical. Meanwhile, Wong’s research has pointed out some limitations of the curriculum: “Technological limitations, limitations related to individual learners and other limitations. For individual learners, the use of new technologies can be a disadvantage or barrier in an online learning program. The lack of information, communication skills, and technology can be barriers to online learning as learners may experience frustration from this unique learning environment.” In general, studies on the difficulties and barriers of online learning are quite popular, but in the context of the COVID-19 epidemic, not many topics have been implemented.

Meanwhile, the COVID-19 epidemic is in a strong outbreak stage and may be difficult to end in the future. Online learning may have to continue to be maintained to ensure epidemic prevention and maintenance of teaching, so it is necessary to have more studies related to online teaching and learning to clarify the picture of these problems. advantages and disadvantages of online learning and propose solutions to ensure the effectiveness of online teaching in schools. On that basis, this article hopes to contribute to clarifying the difficulties that students face when learning online. Thereby, proposing some practical solutions to ensure the learning quality of students when learning online in the near future.

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Chapter 1: Theory of online learning

1.1. Online learning

The move to online distance learning during the pandemic should be the first response. However, the crisis also presents an opportunity to develop more flexible learning solutions that make better use of distance learning strategies and especially digital solutions. Short-term learning solutions can and have been applied. Three important policy issues can be addressed to create lasting positive effects and create more tolerability of the system.

  • First: financial and human resources must be mobilized to ensure universal access to digital infrastructure, tools, and modern educational technologies.
  • Second: manage vocational schools; Teachers, trainers, and learners need training and support to engage in distance learning and online learning.
  • Third: education and training providers must modify teaching and learning models to make the best use of digital tools and resources.

1.2. Trends in teaching during the Covid-19 pandemic

Online teaching (online), hybrid teaching (Hybrid), and blended teaching (blended) online with face-to-face (face-to-face) are the solutions chosen by many countries and educational institutions in this period. COVID-19. In particular, online teaching is an effective teaching method that teachers and students need to apply in a oriented way to transmit knowledge to students flexibly, helping people learning according to the lecture circuit to achieve the goals of the lesson and subject… Online teaching has been and will become a trend to be strengthened, consolidated and gradually become an inevitable trend, a task key in the tasks of implementing the school year to adapt to the new situation.

For preschool education, the premise of learning, preparing the mind for children to enter grade 1, the Education sector has implemented many solutions and response scenarios; formulating care and nurturing plans, selecting necessary educational contents to meet the requirements of the preschool education program from a child-centered point of view; flexible in management, directing and guiding teachers to proactively adjust educational plans to suit the abilities of children in each class in accordance with the prolonged and complicated epidemic situation and the actual ecnomy situation of each locality. As a result, ensuring the implementation of the goals of the preschool education program and orienting the preparation of children to be ready for grade 1.

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For primary education, the implementation of online and television teaching is an effective solution for schools to help students not forget knowledge and maintain their study habits. In order to effectively organize teaching on television, suitable to the characteristics of primary schools, the Ministry of Education and Training has organized the development of a set of guidelines for planning and organizing teaching on television implementing the primary school general education program with the goal of developing technical manuals and using the teaching method via television for primary school teachers in the implementation of the primary school general education program in order to equip teachers with basic methods and techniques in implementing the process of organizing teaching via television.

For secondary education (including junior high and high school), online teaching has been organized via the internet and on television in accordance with the needs and actual conditions of the COVID-19 epidemic and suitable to the conditions of each school, ensuring the organization of quality online teaching, ensuring the local school year time plan. Schools have been flexible and creative in using software and applications to actively support educational activities such as: Microsoft Teams application to organize online teaching, use Google form to assign assignments for students; Specialized groups of schools develop plans, review content, and post topics on the school’s website for students to follow, study, and review lessons. In particular, some localities in mountainous, remote and communal areas have directed schools to copy lessons and deliver them to each village for students who do not have access to online learning.

For vocational education, in order to ensure the progress and training plan while ensuring safety against epidemics, vocational education is implementing strong digital transformation; approach and promote the application of information technology in management, administration, and online teaching and learning activities. Many vocational education institutions have actively innovated teaching methods in a positive and modern direction, accelerating the transition from traditional teaching to teaching through a digital technology platform, encouraging teachers to Teachers promote research activities, improve professional qualifications and online teaching capacity. Building a data system to apply in teaching and training, connecting vocational education institutions with domestic and foreign enterprises to create conditions for students to practice and increase job opportunities, support provide vocational training scholarships to institutions in areas severely affected by the epidemic.

Internship Report Impact Of Online Learning During The Covid 19 Pandemic in the condition that it is not possible to organize centralized learning, vocational education institutions can flexibly organize the teaching of theoretical content of the entire program in an online form, when conditions allow learners to return. The school only organizes practice, practice skills. For classes/courses that are about to graduate, consider the option of organizing concentrated learning at the school according to the “3 on-the-spot” model to ensure the progress and training plan but still ensure safety for epidemic prevention and control.

For higher education, 150 higher education institutions have changed their teaching form from face-to-face to online to prevent epidemics. Some higher education institutions in the health sector have arranged teachers and students to volunteer to support epidemic areas. In some localities, depending on the developments of the COVID-19 epidemic, higher education institutions located in the locality have actively decided to organize teaching and learning in the form of online or online combined face-to-face. in the case of meeting current regulations on information technology application in management and organization of online training; combined enhanced online classroom quality management solutions.

For continuing education, the implementation of online teaching organization replaces face-to-face teaching; promote the use of electronic and online questionnaires in surveying people’s learning needs. Increase the use of media (radio, internet, social networks, etc.) to propagate, guide, disseminate knowledge and skills, and transfer technology extensively to the people.

1.3. Experiences of countries during the pandemic

Many countries have turned to distance learning to reduce time lost in classes and seminars. School programs are being offered entirely online in Italy, France, Germany and Saudi Arabia, and with mobile phones and televisions in Vietnam, Kenya, Mongolia and a few other countries. (World Bank 2020). Many measures are as complex as national cloud platforms, or as simple as mobile apps and radio programming that allow offline use, using a combination of crowdsourced approaches and responsive technologies. to local circumstances.

Peru is providing teaching materials via TV and radio, translated into 10 indigenous languages ​​to help learners cope with isolation, and in Senegal the Ministry of National Education has launched the ‘Apprendre à la maison (homeschooling) (Time 2020).

In China, 120 million students have been given access to learning materials through live TV broadcasts, and in Nigeria, schools are working with standard textbooks in addition to standard textbooks for online learning tools like Google Classroom, enhanced with synchronized face-to-face video instruction. (WEF 2020).

In the field of TVET in Europe, all countries are establishing an online environment, from using very simple messaging services such as WhatsApp or Facebook for learners who do not have a computer at home, to more complex IT learning platforms. There are also examples of countries using national television for TVET courses, broadcasting classroom lessons. (EC 2020).

In Russia, some TVET institutions are recording video lectures or seminars conducted on webinar applications and adding supplementary materials and links to publicly available documents. Teachers are conducting interactive classes using publicly accessible webinar platforms such as Zoom and MS Teams (ILO 2020).

In Bangladesh, a public TV channel is providing distance learning for secondary school students and will soon expand the service to VET students, lessons are also being posted on Facebook and social media platforms. other. (ILO 2020)

In Latin America, 40% of TVET institutions have extended their quotas in their existing distance courses, with 20% now offering new courses through online training platforms and educational institutions. Other training institutions have contracted with external providers to provide access to MOOCs, which are often free and open to the general public. (ILO CINTERFOR 2020).

In Europe, countries that have shared VET specific content include Ireland, France, Belgium, Spain, Croatia and Romania. (EC2020) The Croatian Agency for Vocational Education and Adult Education has established a portal http://nastava.asoo.hr and invites TVET teachers, employers and other VET stakeholders to develop and share digital educational materials by stakeholders related to vocational subjects. (EC 2020)

Internship Report Impact Of Online Learning During The Covid 19 Pandemic
Internship Report Impact Of Online Learning During The Covid 19 Pandemic

Chapter 2: Student’s online learning situation

2.1. Actual situation of students’ online learning in the period of 2019-2021

In the school year 2021-2022, more than 20 million pupils and students and nearly 2 million teachers at all levels cannot continue to teach and learn by direct teaching method. Many educational and training institutions have had to close their doors for a long time or switch to online teaching in the absence of preparation and passivity in terms of the capacity of teachers, administrators, and facilities and infrastructure. This situation was interrupted and lasted through four outbreaks of the COVID-19 epidemic, which had a significant impact on ensuring the program, methods, teaching and learning organization plans, school and classroom activities, and on the success of students about development of children, and students nationwide. 

2.1.1. Online teaching time

Since the outbreak of the COVID-19 epidemic until now, University of Science, Hue University – is one of the first educational institutions in Vietnam to deploy online training to contribute to the implementation of the plan. 49% – 51% Ethnic Kinh Ethnic minorities plan university training on schedule and ensure safety measures to prevent epidemics. From March 2020, until now, with the complicated development of the epidemic as well as the implementation of the general direction on the prevention and control of the COVID-19 epidemic, the university has organized 4 online courses for students.

Table 2.1. Online teaching time

2.1.2. Equipment used for learning

In the academic year 2020-2021, the online learning of the University of Science, Hue University is carried out using the Google Meet software so that teachers and students can deploy online learning activities according to the scheduled timetable. arranged in the study schedule on the university training website. In addition, with the Google Calendar application (https://calendar.google.com), instructors can schedule lessons during online training. To facilitate the organization of online training activities, the school quickly used the G-Suite service to provide personal accounts for students via email addresses. Using the school’s account provides teachers and students with a way to log in to online training support systems in a synchronous and controlled manner, facilitating teaching management- Online Learning.

Internship Report Impact Of Online Learning During The Covid 19 Pandemic as the subject of the learning process, the transition from traditional learning to online learning presents students with the necessary changes to ensure that face-to-face activity is taking place as required. Accordingly, students have also made certain adaptations in the use of online learning facilities/devices. According to the research results shown in Figure 2, mobile phones are considered the most widely used and popular online learning device (accounting for 71%) because of its convenience. . A number of other studies have also shown the convenience of choosing mobile phones as an online learning support device. According to Elizabeth & Casey (2013), “smartphones make learning more convenient, allowing students to learn anytime and anywhere.” Besides, Lusekelo & Juma (2015), phones A smart phone is a device that has both computer and mobile features. in any place.

Table 2.2. Equipment used for learning

In fact, although mobile phones are used quite commonly in the online learning process today due to its convenience, compared to laptops or desktop computers, the level of efficiency is still a problem subject that needs more attention and consideration. From Table 2, it can be seen that students tend to choose mobile phones for online learning and account for 71%.

2.1.3. Places to study online

In the process of online teaching, the location of study is considered as one of the important factors determining the quality of students’ learning. The survey results show that the majority of students experience online learning activities at home (accounting for 72%). However, it is worth noting that 4% of students still have to study at your home due to lack of learning facilities, connected devices or problems with network connection.

Figure 2.1. Places to study online

In general, through the implementation of online learning at the University of Science from 2020 to now, most students have gradually adapted to online learning. However, through the survey process, many students still believe that they still face certain difficulties and barriers in the process of online learning stemming from the subject being the learner and the impacts of the online learning process from external environment

2.2. Difficulties of students in online learning

During the actual survey, it can be seen that, despite the timely preparation and adaptation, online training still poses some difficulties for students due to subjective factors and challenges caused.

2.2.1. Subjective factors:

To participate effectively in online classes, students need a certain level of technology proficiency and appropriate learning methods to participate in classes and interact in cyberspace. In traditional classrooms, the process of transmitting and receiving information is direct and fast, students can directly respond and give opinions. This face-to-face interaction makes the learning process easier, richer, and more receptive. However, the complete transition to online learning has caused many difficulties for learners due to the lack of some necessary skills in learning and the survey results clearly show this. Specifically, 25% of students said that they lack skills to interact with lecturers and skills in using information technology equipment and facilities are limited, accounting for 24%. Notably, the percentage of students who are depressed and not interested in online learning accounts for 43%. It can be said that the mental state of students during the learning process also reflects the effectiveness of online learning. Online learning for a long time, students have to spend a lot of time in front of computer screens, lack of communication between lecturers and students, leading to psychological fatigue of most students. Therefore, the fact that students feel bored and uninterested is one of the biggest disadvantages of online learners. The lack of direct relationships prevents interaction in the learning process and can leave students feeling unmotivated to learn. This will greatly affect the quality of students’ learning, because psychology is considered a core factor and plays a very important role in determining learning efficiency. Therefore, psychological factors of learners need to be considered and paid more attention in the future.

Figure 2.2: Some difficulties of students with online learning

2.2.2. Objective factors

Internship Report Impact Of Online Learning During The Covid 19 Pandemic according to the survey results in Figure 2.2, devices and spaces to support learning are considered as one of the biggest difficulties for students in online learning. In which, the unstable network connection and internet connection is the difficulty of most of the students participating in the survey (accounting for 65%). For students participating in online learning, a reliable internet connection is a prerequisite for their own learning. A weak internet connection can greatly affect tracking and continuing. acquire knowledge from students in lessons. Besides, other difficulties in terms of learning conditions such as unfavorable study space with the rate of 31%; as well as the absence or unsafe learning facilities have significantly affected the online learning process of students (accounting for 24%). In addition, when studying at home, up to 29% of students said that: “I am affected by ambient noise during online learning”. One student’s opinion said: “Currently, I personally feel that studying online is not very difficult except that the environment around my house is sometimes a bit noisy because the place I live is a bit special selling and repairing electronics, so I regularly fix speakers, try music, radio broadcasts, etc. So there are times when I want to interact via texting.”

Thus, it can be seen that students are currently suffering from many subjective and objective factors affecting their online learning activities. However, in general, the main cause was pointed out to be the problem of internet connection, study skills and some manifestations related to psychological factors in the learning process of students. Therefore, it is necessary to propose solutions to support students during online learning in the context of the current complicated situation of the COVID-19 epidemic.

2.3. Challenges for the weak in the labor market

While digital learning has deepened existing inequalities and created new inequalities, the debate remains over when schools should reopen. The closure of education and training institutions puts additional pressure on families to provide their children with homeschooling and can divide gender inequality, leading to domestic violence, exacerbating Cultural norms can affect access to education. If the shift to distance learning relies solely on digital technology instead of integrating many traditional text-based sources, many learners with limited internet access and other limitations in their ability to learn will be disproportionately disproportionate. profit.

Digital platforms must comply with the Web Content Accessibility Guidelines (WCAG) and targeted access must be made available to persons with disabilities using accessible information and communications, including prefer sign language, video subtitles, braille, and accessible digital file formats. Approaches need to be incorporated into the transition to distance learning, and partnerships with disability NGOs and disability organizations need to be developed to make this happen.

Internship Report Impact Of Online Learning During The Covid 19 Pandemic while public services and joint ventures are more likely to have e-learning solutions available to their employees, small and medium-sized businesses (SMEs) typically will not. SMEs need specific support from local service providers and employment services to successfully promote upskilling and retraining of their employees during this period. The vital role of the employment service has taken on greater significance during the crisis as the number of people losing their jobs continues to rise and the importance of social dialogue in these cases cannot be overlooked.

As the unemployed face the risk of prolonged unemployment and skills obsolescence, it is important that social protection arrangements are appropriately supported by means of triggering the provision of training options for re-skilling and up-skilling informal workers and workers in transition. Need online training and retraining in core skills and employment, in addition to strengthening career counseling, maintaining job skills in times of economic crisis.

People in isolated rural areas and refugee camps will face greater risk, in part due to disruptions in the functioning of civil society organizations (CSOs). Outreach strategies need to adapt to the new reality and deploy digital tools to ensure continuity of operations for these groups. In general, the most vulnerable groups will continue to require comprehensive support, including resilience training, psychological counseling, health support and counseling and support for administrative issues and legal. Many of these supports can be performed remotely using digital tools, but the cost and time required to develop these solutions can be overwhelming for many support services.

Chapter 3. Recommendations

3.1. Recommendation

To ensure that the shift to distance and online training can meet our immediate training needs and prepare us for more efficient systems of the future, a number of key measures will have to be taken now and in the coming months:

  • improve internet infrastructure and access to digital devices and tools;
  • expand learners’ access to online digital platforms and applications;
  • embrace digital and analog technologies for distance learning and support measures;
  • more support for teachers and trainers operating in the new environment;
  • more support, career guidance and digital skills development for learners;
  • promote distance learning programs among youth and their parents or guardians;
  • strengthening accreditation and approval systems for digital learning;
  • invest more in digital solutions to develop real-world skills;
  • and improve social dialogue, and coordination between education and training institutions, employment services and local authorities.

From the results of the actual survey on the difficulties and barriers that students are facing today, the article proposes the following solutions:

Firstly, in order to overcome difficulties in the online learning process, the school needs to have policies or activities to advise and support students in a timely manner to ensure that students’ learning is not interrupted, especially are students with difficult circumstances and/or living in remote areas with difficulty accessing and connecting to the internet.

Second, improve the effectiveness of online education by changing teaching methods, teachers’ access to technology, and the school’s management and leadership capabilities. From the inadequacies in the process of interaction between lecturers and students, educational institutions need to pay attention and organize training courses to innovate teaching methods to improve teaching quality in the future.

Third, schools need to pay attention to equipping students with skills in using information technology, skills in information security, skills in exploiting and effectively using applications for learning activities.

Fourth, lecturers need to increase interaction and exchange with students to create psychological comfort and excitement for learners. That is, teachers need to diversify teaching forms and integrate many activities in the curriculum to create interest in students’ learning, create an environment for students to present and share their views.

3.2. Research limitation

In the scope of this research topic, the authors only stop at describing and pointing out the difficulties and barriers of social work students at the university during the online learning process in the past time. . With the initial survey results, it can be concluded that students have been facing a number of barriers when switching to online training. Therefore, with the limitations of the object and research area in this topic, other studies can inherit and develop in new research directions with a more universal group of subjects. At the same time, further analyze the barrier factors affecting the quality of students’ online learning; from there, proposing practical solutions to further improve the quality of online teaching in the future.

Conclusion

Over the past time, the COVID-19 pandemic has had a huge impact on higher education because of the almost complete transition from face-to-face to online training. This is considered a timely measure to respond to and overcome disruptions to the education sector in the context of the current complicated epidemic situation. Obviously, in the future, when online teaching is recognized, this means that long-term solutions and plans must be taken into account, but still must ensure the quality and effectiveness of teaching. Therefore, identifying difficulties and barriers of learners in the process of online learning is considered necessary to minimize negative impacts and improve the quality of online learning in the future.

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