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Педагогическая наука и практика
УДК 373.1
ГРНТИ 14.25.01
CAN ONLINE EDUCATION REPLACE TRADITIONAL
CLASSROOMS AFTER COVID-19 PANDEMIC?
ФИЛОСОФСКИЕ И МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ОБРАЗОВАНИЯ
(A CASE STUDY OF ONE SCHOOL IN KAZAKHSTAN)
Аңдатпа
Бұл жағдайлық зерттеуде оқушылардың да, мұғалімдердің
де тәжірибесіне баса назар аудара отырып, Қазақстанның Қос
танай қаласындағы жалпы білім беретін мектепте онлайн-оқытуды дәстүрлі сабақтармен алмастыру мүмкіндігі қарастырылады. Covid-19 пандемиясына жауап ретінде онлайн оқыту
студенттер мен оқытушылардың қауіпсіздігін қамтамасыз ету
қажеттілігіне айналды. 2022-2023 оқу жылының алғашқы екі
айында жүргізілген зерттеу 55 студенттен сұхбат алуды және
жарақатына байланысты гибридті форматта жұмыс істеген
ағылшын тілі мұғалімімен сұхбатты қамтиды. Нәтижелер
көрсеткендей, көптеген студенттер онлайн оқытуға бейімделгенімен, техникалық мәселелер, төмен мотивация және аз жұмыс жүктемесі байқалды. Қиындықтарға қарамастан, студенттер шығармашылық тапсырмалар мен бейне жобаларды жоғары
бағалады, ал мұғалім нашар интернет байланысы және бетпе-бет қарым-қатынастың болмауы сияқты кемшіліктерді атап
өтті. Зерттеу көрсеткендей, онлайн білім беру инфрақұрылымдық шектеулерге байланысты бұл тұрғыда дәстүрлі сыныптарды толығымен алмастырмаса да, ол оқу тәжірибесін жақсарту
мүмкіндіктерін ұсынады.
Kurmangaliyev A.A.,
Master of Science,
English teacher,
Abai General Education
School, Kostanay
Негізгі сөздер: зерттеу, мектеп, онлайн оқыту, дәстүрлі сабақтар,
шығармашылық.
Ключевые слова: исследование, школа, онлайн-обучение, традиционные уроки, творчество.
Keywords:
research,
school, online learning, tra
ditional lessons, creativity.
Аннотация
В этом тематическом исследовании рассматривается возможность замены онлайн-обучения традиционными уроками
в общеобразовательной школе в г. Костанае, Казахстан, с упором на опыт как учеников, так и учителя. В ответ на пандемию
COVID-19, онлайн-обучение стало необходимостью для обес
печения безопасности учащихся и преподавателей. Исследование, проведенное в первые два месяца 2022-2023 учебного
года, включает опрос 55 студентов и интервью с преподавателем английского языка, работавшим в гибридном формате изза травмы. Результаты показывают, что, хотя многие учащиеся
адаптировались к онлайн-обучению, были отмечены техничес
кие проблемы, низкая мотивация и меньшая рабочая нагрузка.
Несмотря на трудности, учащиеся высоко оценили творческие
задания и видеопроекты, а преподаватель выделил такие недостатки, как плохое подключение к Интернету и отсутствие личного общения. Исследование показывает, что хотя онлайн-образование еще не является полной заменой традиционных
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Introduction
Online learning in the 2020-2021 academic
year in many countries, due to the coronavirus
pandemic, turned out to be the only way not
only to save the life and health of students and
teachers, but also to continue quality teaching
and learning in all educational institutions
around the world. In Kazakhstan, never in the
history of education have students and teachers
of general education encountered such a format
of education. A huge amount of recent scientific
research has been devoted to the topic of the
advantages and disadvantages of online learning,
especially during the COVID-19 epidemic
(Nambiar, 2020; Mukhtar, Javed, Arooj, Sethi,
2020; Akuratiya, Meddage, 2020). However, at
the moment, the country's Ministry of Education
does not imply online education in public schools
(Law, 2007). According to this law “in cases of
introduction of a state of emergency, restrictive
measures, including quarantine, in the relevant
administrative-territorial units, declaration of
emergency situations, local executive bodies
and educational organizations introduce distance
learning for all students in the manner determined
by the authorized body in the field of education”
(37-1, 2007).
Now returning to traditional education, the
author of this research work wanted to know
whether it is possible in the near future to replace
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online education in full or in part with traditional
education in schools in Kazakhstan using the
example of their own school. The reason was
a serious leg injury of an English teacher at the
very beginning of the 2022 school year. As an
exception, the Department of Education of the
city of Kostanay and the school administration
gave this teacher the opportunity to work in
a hybrid format for two months, i.e. teaching
remotely while students were in the classroom as
scheduled.
This article considers the results of a survey
among 55 students who studied English in order
to identify the degree of satisfaction with such a
blended learning format. Also, an interview was
conducted with this English teacher to understand
his perspective too. So the research objective was
to find out what students and the teacher think of
a blended learning format they had during the first
two months of 2022-2023 academic year because
of the teacher’s inability to come to school.
Literature review
Having studied the literature on the forced
transition to online learning due to the illness of
a teacher, it seems that there haven’t been any
similar studies in Kazakhstan. However, a huge
number of projects have been carried out on the
topic of the pros and cons of online education
(Milicevic, Sremcev, Cosic, Ralevic, Lazarevic,
2020; Leo, Alsharari, Abbas, Alshurideh, 2021).
ФИЛОСОФСКИЕ И МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ОБРАЗОВАНИЯ
классов в этом контексте из-за ограничений инфраструктуры, оно предлагает возможности
для улучшения опыта обучения.
Annotation
This case study explores the possibility of online education replacing traditional classrooms in a
comprehensive school in Kostanay, Kazakhstan, focusing on the experiences of both students and
a teacher. In response to the COVID-19 pandemic, online learning became a necessity to ensure
the safety of students and teachers. The study, conducted in the first two months of the 2022-2023
academic year, includes a survey of 55 students and an interview with the English teacher who
worked in a hybrid format due to an injury. The findings reveal that while many students adapted
to online learning, technical issues, low motivation, and a lighter workload were noted concerns.
Despite challenges, students appreciated creative assignments and video projects, while the teacher
highlighted drawbacks such as poor Internet connectivity and lack of face-to-face interaction. The
research suggests that, while online education is not yet a complete replacement for traditional
classrooms in this context due to infrastructure limitations, it offers opportunities to enhance the
learning experience.
ФИЛОСОФСКИЕ И МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ОБРАЗОВАНИЯ
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Педагогическая наука и практика
In general, international sources were used for
this review, such as reports and publications on
Google Scholar. In this literature review, we
mention the key advantages and disadvantages of
online education.
Advantages of online education
First, it is an opportunity to work with
each student individually. Distance teaching
technology helps to find its own approach to each
student. Sometimes students are embarrassed to
work actively in a class, but such a quiet person
feels more freedom, asks the teacher questions
in the chat, and successfully completes the tasks.
And the teacher can choose for such students
additional tasks in order to maintain interest in
learning. Therefore, distance learning is a great
chance to get to know the students better.
Second, it is game tasks. Distance learning
involves a very active use of digital technologies
such as online games, quizzes, interactive brain
teasers. Games do not only make learning fun, they
help measure progress and bring a competitive
mood to learning. A student who enjoys online
learning games may achieve greater success than
one who is bored in class.
Third, it is a more relaxed pace of work. The
main thing that distance education can give us
is time. Now that most of communication with
students is done via messengers, teachers have
more time to think about answers to their students’
questions. This makes the relationship between
the teacher and students more professional, but at
the same time more relaxed.
Fourth, it is an ability to work in a comfortable
environment. A teacher who works remotely can
live anywhere. Many teachers have appreciated
the advantage of remote work e.g. you can get up
later, there is no need to pack up and drive across
the city to work. Getting away from the hustle and
bustle of the school atmosphere is good for many
educators and helps them focus on important
aspects of their work.
Disadvantages of online education
First, it is lack of socialization and belonging
to the community. A lot of what we learn from
childhood happens through peer-to-peer learning
or mutual learning. Growing up and feeling
belonging to a social group is an extremely
important component of becoming adults. Online,
students seem to be deprived of this. In ordinary
life, students learn teamwork, conflict resolution
and effective interaction with each other. In the
context of distance learning, they do not have
many opportunities to acquire such soft skills
which are among the skills of the 21st century.
Second, it is the technical issues. No one is
immune from the fact that during the lesson there
may be a bad internet connection, or maybe the
student or teacher's gadget will break. Also, not
everyone has the opportunity to stay silent at
home. Quarantine forced many to work remotely,
so during online classes, parents, siblings, and
older relatives can all be in one apartment. It can be
difficult to find time and focus in such conditions.
Third, it is self-discipline. Not every student
has a sufficient level of self-organization, so online
learning is not effective if the student regularly
skips lessons and does not do homework. Online
learning has changed the life of universities and
schools, but both students and teachers have found
many advantages in this. If students develop selfdiscipline, then by studying remotely, they can get
a high level of competences.
Methodology
This aim of this research was to understand
English students’ perspectives on their learning
practices during a hybrid format of learning in
the first term of 2022-2023 academic year. The
research site was one of comprehensive schools
in the city of Kostanay, Kazakhstan. The main
participants of this research were 55 students in
Grades 9, 10 and 11. The research design was a
mixed design case study and the main research
tool was an online questionnaire with 10 closed
ended and open ended questions.
The survey was conducted in October, 2022 so
that students could provide more in-depth answers
right after the end of the term. The data of the survey
was collected, reviewed, and analysed in Google
Forms. This platforms has a lot of advantages, e.g.
it has got a simple interface and an ability to export
data in diagrams and Excel sheets. Additionally,
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Педагогическая наука и практика
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electrical issues which led to a screen projector
being broken. Another common trend among
the answers was that online education provided
opportunities for active learning through group
project works and interactive assignments.
In the reference to the main question of our
study if online education can replace traditional
classes, the answer seems to be obvious: the
school technological infrastructure doesn’t seem
to allow teachers and students fully replace
traditional in-person classes with online education
yet. However, the possibilities that e-learning
provides nowadays may enhance students’ and
teachers’ experiences in the classroom.
REFERENCES:
1.Akuratiya, D. A., & Meddage, D. N. (2020).
Students’ perception of online learning during
COVID-19 pandemic: A survey study of IT
students. Tablet, 57(48), 23.
2.Law of the Republic of Kazakhstan (2007)
"On Education" No. 319-III (with amendments
and additions as of 01.01.2023).
3.Leo, S., Alsharari, N. M., Abbas, J., & Al
shurideh, M. T. (2021). From offline to online
learning: A qualitative study of challenges and
opportunities as a response to the COVID-19
pandemic in the UAE higher education context.
The Effect of Coronavirus Disease (COVID-19)
on Business Intelligence, 203-217.
4.Mukhtar, K., Javed, K., Arooj, M., & Sethi,
A. (2020). Advantages, Limitations and Re
commendations for online learning during
COVID-19 pandemic era. Pakistan journal of
medical sciences, 36 (COVID19-S4), p.27.
5.Nambiar, D. (2020). The impact of online
learning during COVID-19: students’ and
teachers’ perspective. The International Journal
of Indian Psychology, 8(2), 783-793.
6.Milicevic, J., Sremcev, N., Cosic, I., Rale
vic, N., & Lazarevic, M. (2020). ONLINE
LEARNING PROS AND CONS DURING
COVID PANDEMICS: A CASE RESULTS
OF STUDENTS IN A HIGHER EDUCATION
INSTITUTION. DAAAM International Scien
tific Book.
ФИЛОСОФСКИЕ И МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ОБРАЗОВАНИЯ
an online 30-minutes interview was conducted
with the teacher to understand his perspective on
this format of work.
Findings
Looking at the major quantitative data, the first
finding was that 85.5% of the respondents believe
that they adapted to this format easily. 16.4% of
students think that their level of motivation in
the English lesson decreased in the first term and
21.8% said that the learning load was lower in
comparison with a traditional format of learning.
None of the students though mentioned that they
were unsatisfied with the work of their English
teacher.
As for the qualitative results, the majority of
students expressed their concern with the low
quality of the Internet and the broken classroom
projector due to an electrical accident at school.
Among other learning issues that the respondents
reported were the discipline in the lesson, poor
sound quality, and time spent joining Zoom
meetings.
In general, it was clear from students’
responses that despite all the above-mentioned
problems, they liked the creative assignments and
summative assessment works in the form of video
projects which they had to complete online in
groups. Also, the English teacher in the interview
noted that even though it was very convenient
at first to teach from home, the disadvantages
of such a format outweigh the advantages. For
example, poor Internet connection at school, lack
of face-to-face communication, and inability to
control the discipline in the classroom were the
drawbacks of online education from the teacher’s
perspective. All this may have had a negative
impact on students’ learning experiences during
the first term of 2022-2023 academic year.
Conclusion
The main goal of this research project was
to understand whether online education could
replace traditional classes from students’ and
teacher’s perspectives in the context of one
school in the city of Kostanay. The respondents
of the study expressed their concerns towards the
school’s poor Internet connection and repeated
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