A Study of the Requirements for Online Teaching and Learning in Romanian Schools

Abstract

Abstract The COVID-19 pandemic has compelled educational institutions to adopt online teaching to continue activity even when distancing was necessary. While the pandemic has had a detrimental impact on education, it has been demonstrated that online learning is superior to learning alone. This paradigm change in the delivery of education has made it possible for online programs to be considered outside of the pandemic. For countries with weak infrastructure in certain locations, which makes it difficult for all children to attend school every day, especially during harsh weather conditions, online learning might be utilized to provide continuous learning for all pupils. It can also be employed in circumstances where illness prevents students from attending class if online teaching is also available. Prerequisites for online teaching can be assessed based on the challenges that schools and pupils encountered during the pandemic. The present study was based on a survey, in which 522 teachers from different categories of Romanian schools participated. Differences in the digital means and attendance to online courses were analyzed based on the school's funding (public vs. private) and the school's environment (rural vs urban). The outcomes have revealed variations based on each of the analyzed categories, which can lead to a better understanding of how schools and students can be supported regarding the integration of technology in the teaching and learning process.