Teachers’ and Students’ Perceptions towards Distance Learning during the Covid-19 Pandemic: A Systematic Review

Abstract

Covid-19 has brought about a drastic global shift in the education sector, both in terms of teaching as well as learning. Within a short time frame, the very direction of future education has potentially changed. With this epiphany, this paper serves to present a systematic review of relevant published studies on teachers’ and students’ perception towards distance learning during the Covid-19 pandemic from the year 2021 to 2021. Following a systematic search and application of inclusion and exclusion criteria, twenty-two studies were selected and subjected to data analysis and synthesis for the systematic review. Google Scholar, ScienceDirect, ProQuest Education Journal, Educational Resources Information Centre (ERIC), and SAGE Journal databases were used to identify relevant studies. Despite many inadequacies and drawbacks of the emergency and a less-rigorously planned curriculum than traditional face-to-face teaching and learning sessions, the incorporation of remote learning is unavoidable during the pandemic, according to the findings of relevant studies. The findings also reveal that a variety of factors influence teachers' and students' impressions of distant learning, including the availability of facilities and networks, ICT abilities, administrative and learning assistance, learning preferences, and learning environment. By understanding how distance learning is perceived, future policy makers and key stakeholders can be better equipped to develop a more comprehensive curriculum.