An Assessment of the Transition to Virtual Learning in the OECS

Abstract

PCR10 Sub-theme: Building Resilience // This project employed a descriptive survey design to understand the characteristics of education systems and practitioners in the OECS in the application of virtual teaching as a response to the Covid-19 pandemic. The findings outline some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, as well as the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. // This paper places emphasis on the importance of teachers’ online pedagogical skills and technological skills as essentials to the successful implementation of technological interventions. It also explores the question of what constitutes an effective VLE and applied a technology matrix to evaluate the effectiveness of e-platforms employed during the transition to online instruction in the OECS. Broadly, this research presents a snapshot of what the experience has been in the OECS region with the rapid transition to online learning. Generally, the findings reveal that as was the case with many other countries the education systems of the OECS were inadequately poised to transition smoothly to online learning. // Paper ID 3130