Educational System Amidst Pandemics

The widespread coronavirus disease (COVID 19) pandemic brought the biggest impact on the sector of education. The    COVID 19 pandemic affects 1.6 billion learners worldwide (De Giusti, 2020). The vulnerability within the school settings, thousands of faculty closures are implemented the whole world over due to the pandemic (Toquero, 2020). According to United Nations (2020) school, closure and other learning spaces have impacted 94 percent of the learners’ population. Thus, inflicted on the educational system word wide and has altered everything. The COVID 19 pandemic has forced schools and education to interact in such a drastic change (Iivari et al., 2020). The transition from face-to-face to online teaching was sudden and unexpected (Assunção Flores & Gago, 2020). When circumstances were changed, face-to-face instruction was no longer a practice, and online teaching remained no longer an option or choice, but the only viable means (El­Dakhs et al., 2020). To control the propagation of rapid spread of diseases that can be prevented by public health initiatives, such initiatives include the different health programs, city ordinances, and other legal mandates that promote personal security, economic, social travel, and distancing (Bueno, 2020). One of the growing appeals in education is the change of perspective concerning teachers regarding instructional competency and teaching delivery. Adjusting the learning modalities that best suit the immediate scenario. Governments and education institutions have ordered to cease face-to-face instruction for most of their students, requiring them to switch immediately to online teaching and virtual education (Daniel, 2020).

 The National Academies (2010) addresses the need for a different approach to teaching and learning and has been the focus of several policies and economic reports. The reform in the education system was cascaded in the UN Sustainable Development Goals in 2012. Hence, the post-pandemic requires the educational system to immediately transform into the learning delivery that is best suited to the present situation. This brought the greatest impact to the education system which requires the teachers to upgrade their instructional competency in a short period. Protecting teachers’ and learners’ health conditions associated with traditional learning instead upgrade the teacher's instructional competency and utilizes electronic learning materials during virtual classes. Thus, the use of electronic learning (eLearning) as the safest modality answered the no face-to-face traditional system of education. The use of different platforms will be utilized as the virtual classroom that caters to the learning process. eLearning has become a compulsory element of all educational institutions like schools, colleges, and universities in and around the world (Radha et al., 2020). Electronic education or eLearning is used widely as a method of teaching in distance learning (Klement et al., 2014). Since no face-to-face interaction will happen distance learning is the only learning modality applicable. eLearning may be defined as a learning procedure whose creation is through interactions with the digital delivery of content, services based on the network, and support from tutors (Kong et al., 2017). It can be viewed as an innovative approach for delivering well designed, learner-centered, interactive, and facilitated environments to anyone, anyplace, anytime by utilizing resources of various digital technologies along with other forms of learning materials that are fitted for flexible, open, and distributed learning environments (Brioso, 2017). Digital instructional material is any teaching and learning material that successfully uses technology to strengthen a student's learning experience (SETDA, 2019). Distance learning in its different forms, like eLearning, b­learning, v­learning, and m­learning, is slowly becoming a daily component of the education system nowadays (Kołodziejczak et al., 2017). Modern technology has expanded from use as the technology for communication and online entertainment to tools in education for developing cognitive thinking and enriching academic activities. Different terms are associated with the integration of technology into education such as eLearning, digital learning, ICT­based, and others. The main reason for various terminology used in eLearning is the influence of language factors and the diversity of approaches and technologies. In the areas across the Atlantic, the activities supported by ICT or they called it e­ support, are usually relatively steady terms as Computer Based Training ­CBT, Internet Based Training (IBT), or web­ Based Training (Zounek, 2009) instead of the term eLearning (Lowenthal et al., 2009) are used while in Europe economist e­Learning index indicates a country's ability to produce, use and expand Internet-based learning. It is built up from scores for education, industry, government, and society and this index gives signs of the preparedness of the European Union countries for the supply of eLearning (Arneberg et al., 2007).