Teacher’s Perspective in Interactive and Non-interactive e-Classrooms: An Observation from Secondary Level ESL Class

Abstract

The introduction of e-classrooms is not a novel concept in the academic world, but the manner in which the Covid-19 pandemic has broken out, it is unprecedented. It has brought e-classrooms and online learning to the forefront of academia, and has forced most teachers to perform on a completely unfamiliar platform; thus, effecting their ability to teach and for students to grasp the information being taught. The e-classrooms in use today can be classified into two kinds: the Interactive e-Classroom, and the Non-interactive e-Classroom. Self-explanatory in its nature, the interactive e-Classroom allows the teachers to be able to speak and interact with their students in real time during class, giving them the option of answering questions immediately and clearing many of the confusions the students may have during class time.

On the other hand, the non-interactive e-Classroom allows the teachers to take lessons without disruptions that may occur in an interactive classroom, such as unruly pranks played by the students. It also allows students, especially who are learning ESL, the time to fully comprehend and process the information without most of it getting lost in translation and an array of different questions from other students.

In the following paper, an interview and a survey is conducted to depict the data in both qualitative and quantitative terms across a wide arrangement of English teachers from multiple English Medium schools for an unbiased deduction as to how teachers perceive about interactive and non-Interactive e-Classrooms, the advantages and disadvantages of each, and finally, the conclusion that a mixture of both yields the most efficient results in terms of output from both teachers and students.