Abstract:

The COVID-19 pandemic has forced teachers into an online-teaching environment. In the era of digital information, social networks and communication software are familiar to people around the world. For this reason, completing online teaching seemed to be not difficult to teachers in Vietnam because teachers do not need to be proficient in computers and technology (Hubbard, 2006). This study investigated teachers’ online teaching skills based on Compton's framework (Compton, 2009). The survey explored high school teachers’ perceptions in remote regions of Vietnam on their use of technology and pedagogy in teaching online. This exploration resulted in difficulties and challenges the teachers face, such as poor internet access, poor facilities, unfamiliarity to online teaching strategies, lack of ability to choose online materials to engage students in their self-study, lack of ability to identify features of different software etc.,. Teachers believed that they could have been good at teaching online if they had been well-prepared. Financial issues are also one of their concerns. This study informs teachers, educators, and policy makers. Also, it contributes to building a motivated and dynamic learning and teaching environment in the age of digital information.

Keywords:

Online teaching, skills, challenges.