Engaging Learners in Online Classrooms: A Case Study from Nepal

Abstract

Since the Novel Coronavirus (COVID-19) outbreak compelled many teachers and students globally to shift online, several unexpected circumstances have emerged. This research contextualized a current scenario with teachers and parents working together towards achieving meaningful learning in Nepal. A qualitative case study was employed as a research design to explore how to maintain collaboration and engagement in English as a Foreign Language (EFL) learning. Two English language teachers were interviewed to ascertain their perceptions about virtual classrooms. Similarly, two parents were interviewed separately. Parents Teacher Association (PTA) meeting was observed to triangulate the data. This study sought to gain insights into the perceptions of the participants and discovered that students' reactions to online classrooms were mixed; some were more motivated, while others demonstrated unsatisfactory concerns. However, good communication and collaboration with students using visual aids, music, and interesting topic talk related to lessons outside the textbook as supplementary teaching material helped teachers engage their students. Also observed was that teachers with digital literacy built better collaboration than the teachers struggling with digital competency.