Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university – the task was even more difficult in this situation where they were remotely working from home.
the objective behind the information furnished in the passage is:
Correct Answer :
to examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19.
Solution :
Correct Answer: to examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19.
Explanation:
To determine the main objective of the passage, we analyze the central focus of the text:
1. The passage opens by describing how the COVID-19 outbreak forced universities and schools worldwide to suspend face-to-face classes, leading to the rapid adoption of online teaching.
2. It highlights the impact on academics and teachers, stating that they "faced enormous levels of pressure and disturbance to their professional roles and practices."
3. It explicitly emphasizes the challenges faced by individual teachers who had to design and conduct online classes remotely from home without systematic instructional design procedures or team-based support.
Throughout the passage, the primary focus is consistently on describing the difficulties, pressures, and overall professional experiences of teachers/academics navigating this sudden shift. Therefore, the main objective of the passage is to examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to the outbreak of COVID-19.
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