Exploring Challenges and Impacts: Insights from School Teachers in Virtual Learning Environments

Abstract

As Virtual Learning Environments become increasingly integral to educational practices, this study delves into the often-neglected realm of challenges faced by teachers in the implementation of virtual teaching and learning. This study aims to explore the challenges and impacts faced by teachers in implementing virtual learning environments. Next is to identify the best features in addressing the challenges and impact of virtual learning implementation among teachers. Employing a qualitative case study design, the research conducted semi-structured interviews and observations involving primary school teachers from level 1 (years 1 to 3) and level 2 (years 3–6). The findings illuminate multifaceted challenges and constraints encountered by teachers, resonating across the realms of teacher dynamics, school infrastructure, and student engagement. Efforts to surmount these challenges revolve around recognizing teachers as crucial exemplars and elucidating the responsibilities they shoulder. Moreover, the study underscores the pivotal role of the learning environment and atmosphere during virtual teaching and learning implementations. In essence, teachers emerge as driving agents shaping the practical construction of the curriculum, necessitating a supportive environment and comprehensive infrastructure. The implications of this research extend towards fostering effective teaching and learning practices, ensuring a more conducive educational landscape for both educators and students in the era of virtual pedagogy.