Preparedness for Online Learning in the Context of Monkeypox Virus: A Literature Review
DOI:
https://doi.org/10.54855/ijte.22252Keywords:
Monkeypox, Covid-19, e-learning, learning during MonkeypoxAbstract
There are rising concerns about understanding the future effects of the Monkeypox virus on all life aspects, one of which is education. The authors argue that the old outbreak of covid-19 has changed teaching forever. The educational process had been changed dramatically, and policymakers have focused on e-learning, whereby education is undertaken remotely on online learning platforms such as Zoom, WhatsApp, and Microsoft Teams. To understand the possible effect of Monkeypox on education, the authors rely on secondary data published recently regarding the same by research scholars, health centres, and international organizations to create a comprehensive discussion. A planned comparison shows that the classroom starts losing its monopoly on the environment of the learning process. Recent theoretical developments have revealed that shifting to online learning is not a concern because it escalates the retention of information. Furthermore, the effect of Covid-19 on the educational process has been made here to stay for the long run. Having this in mind, all educational institutions and related parties, such as teachers, students, ministries of education, and policymakers, already have enough experience to cope with any unexpected change in the learning process. Thereupon, the Monkeypox virus will not affect the educational process significantly like in the past three years, i.e., 2020, 2021, and 2022.
References
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. DOI: https://doi.org/10.18326/rgt.v13i1.49-76
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4). DOI: http://doi.org/10.29333/pr/7937
Bsharat, T., Puteh-Behak, F., Ismail, I. (2022). A Guide to e-learning. International Journal of Literacy and Education; 2(2): 34-37.
Dung, D. T. H. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research & Method in Education, 10(3), 45–48. DOI: https://doi.org/10.9790/7388-1003054548
Fatonia, N. A., Nurkhayatic, E., Nurdiawatid, E., Fidziahe, G. P., Adhag, S., Irawanh, A. P., Julyantoj, O., & Azizik, E. (2020). University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Systematic Reviews in Pharmacy, 11(7), 570–576.
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699. DOI:10.1016/j.childyouth.2020.105699
Keis, O., Grab, C., Schneider, A., & Öchsner, W. (2017). Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Medical Education, 17(1), 1–8. Doi: https://doi.org/10.1186/s12909-017-1053-6.
Li, F., Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27.
Nakoune E, Olliaro P. (2022). Waking up to Monkeypox. BMJ. https://doi.org/10.1136/bmj.o1321
Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 115–140. DOI: https://doi.org/10.29240/ef.v4i2.1494
Ngo, D. H. (2022). Exploring EFL undergraduates’ views of the impact teachers have on their online learning engagement during the COVID-19 pandemic in Vietnam. International Journal of TESOL & Education, 2(3), 75–95. https://doi.org/10.54855/ijte.22236
Nguyen, G. H. (2022). Non-English Majored Students’ Preferences of Online Learning during the Covid-19 Pandemic: A Case Study in Ho Chi Minh University of Food Industry (HUFI). International Journal of TESOL & Education, 2(3), 272–283. https://doi.org/10.54855/ijte.222319
Pham, N. S. (2022). The Effectiveness of Teaching and Learning Online: A Study on HUFI’s English-majored Students. International Journal of TESOL & Education, 2(3), 1–12. https://doi.org/10.54855/ijte.22231
Potter, M., Warmbrod, L., Vahey, R., Browett, A. (2020). Monkeypox. The Johns Hopkins Center for Health Security. Factsheet: Monkeypox (centerforhealthsecurity.org)
Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y., & Suryani, P. (2020). Impact of work from home (WFH) on Indonesian teachers performance during the Covid-19 pandemic: An exploratory study. International Journal of Advanced Science and Technology, 29(5), 6235–6244.
Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809–4818.
Rachmah, N. (2020). Effectiveness of Online vs Offline classes for EFL Classroom: a study case in a higher education. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 3(1), 19–26. DOI: https://doi.org/10.20527/jetall.v3i1.7703
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan, 20(3), 392–406. DOI: https://doi.org/10.17509/jpp.v20i3.29226
Yudiawan et al., (2021). Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia. International Journal of Evaluation and Research in Education (IJERE).10(1). DOI: http://doi.org/10.11591/ijere.v10i1.21036
Wahab, S., & Iskandar, M. (2020). Teachers’ performance to maintain students’ learning enthusiasm in the online learning condition. JELITA, 1(2), 34–44.
World Health Organization. (2022). Monkeypox. Monkeypox (who.int)
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Islam Asim Ismail, Dawoud Laila
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
