ABSTRACT
The COVID-19 pandemic has prompted a shift to online education, and work from home is becoming the new normal for teachers. Key areas of interest in this context are teacher readiness, online teaching, and working from home. Through a rigorous literature survey, this paper identifies gaps, looks for possibilities, and identifies factors affecting teacher readiness, online teaching, and working from home for online teachers. Five main areas for intervention are identified: keeping online audience attention, technology and preliminary infrastructure, social and emotional factors of online teachers, learner readiness, and effective management. The future course of research is also discussed. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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This study examined the preparation English teachers in Vietnam had for Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Specifically, it investigated the levels of confidence teachers had about their pedagogical and technological knowledge. It also looked at their attitudinal readiness and the institutional support offered to them. Ninety-seven teachers of English in the southern areas of the country, which were severely hit by the fourth wave of the pandemic from May to September 2021, were invited to complete an online survey. The responses were analyzed descriptively, and item-level means were calculated to identify teachers' greatest challenges and the instructional aspects they found most confident about during ERT. Cross tabulations were also employed to compare different groups of teachers' readiness to teach online. The results showed that English teachers in the affected areas perceived themselves to be relatively prepared for the swift transition to online teaching and substantially positive about their pedagogical approach to lesson delivery in the virtual environment. Regarding technological know-how, they exploited various ready-made resources but were unknowledgeable about authoring software and uncertain of how to use technological tools effectively. They also reported receiving little support from their superiors and authorities. © 2022 Aesthetics Media Services. All rights reserved.
ABSTRACT
In response to global education disruption, teachers must adopt remote teaching methods that incorporate the information, communication, and technology (ICT). However, many teachers are inexperienced with technology, as remote learning is uncommon, particularly in primary and secondary schools. Thus, there is a pressing need to identify teachers' readiness to implement remote teaching during global crises. Specifically, this study aimed to determine their readiness in terms of attitude, subjective norm, perceived behavioral control, and ICT efficacy for implementing remote teaching during the learning disruption period. This study was a cross-sectional study conducted among 4,985 primary and secondary school teachers across five zones of Malaysia (North, South, East, and West in Western Malaysia). These participants were selected using random sampling techniques. The instrument, a survey questionnaire with a 5-Likert scale, had 26 items covering four dimensions of readiness: attitude, subjective norm, perceived behavioral control, and ICT efficacy. This instrument has been validated by three academics and demonstrated a high level of internal consistency (α = 0.81). The findings revealed that teachers' readiness was high across all four dimensions (M = 3.73, SD = 0.645). The highest was the attitude (M = 3.88, SD = 0.598), and the lowest was the subjective norm (M = 3.63, SD = 0.696). Based on these findings, this study offers recommendations for maintaining momentum when conducting remote teaching in the face of current and future learning disruptions caused by the COVID-19 pandemic. The findings are important for policymakers and school leaders to design appropriate interventions and support effective remote teaching implementation. © 2022, City University of Hong Kong Press. All rights reserved.
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Objective: Online education is a relatively new phenomenon in Bangladesh. Gathering data online during the early days of the COVID-19 pandemic, this study examines the response, readiness and challenges of online education in the Bangladeshi context. Method: Data were collected by applying qualitative approaches such as focus group discussions and in-depth interviews with purposively selected students and teachers involved in online education at two public and three private universities. Results: The findings reveal an immediate response from some universities and late or no action from others in continuing education during the pandemic. Since teachers, students or the university administration were unprepared for such a situation, there was a shortage of or creation of initiatives, although a certain degree of success was noticed. Major challenges include the lack of appropriate technology, knowledge of technology use, teachers' inadequate skills in operating the system and motivating students, poor Internet facilities and high Internet costs, and absence of a calm environment at students' homes. Conclusion: Steps such as workshops for teacher development, improvement of technology and facilities, subsidies in Internet use, revisits to higher education and emergency education laws, and assistance from other professionals and institutions are proposed for consideration. KEY POINTS What is already known about this topic: A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic. HEI teachers in developed countries have prior training and experience in conducting online education;however, several pedagogical, technical and management-related challenges have been identified. HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. What this study adds: This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities. It illustrates teachers' pedagogical, technical and management-related readiness necessary for online education. This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs. © 2021 Australian Psychological Society.
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This paper questions the prevalent approach in assessing the value of e-learning through the information system model. A recall is made of the evolution of DeLone and McCain model and other theory at the basis of such assessment, namely TAM derived models and performance models. In these years of covid which imposed e-learning on schools, without adequate preparation this examination is more than ever important since it changes the logic of the assessment. The covid19 caused an unvoluntary use of e-learning that questions the validity of prevalent models. An integrated model, which take this aspect into consideration, is proposed in this article, to be validated empirically in a soon future. © 2022 International Consortium for Electronic Business. All rights reserved.
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This study seeks to measure teachers' readiness to use ICT in Italy by exploiting the data collected by the National Institute for the evaluation of education and training system (INVALSI) in 2018-2019. We propose a fuzzy set approach to provide a multidimensional picture of how much teachers were ready to integrate ICTs into educational practice. In addition, we use empirical bootstrap intervals to test whether significant differences exist in teacher readiness over several personal and socioeconomic characteristics. The study reveals that teachers' readiness for ICT is composed of three dimensions and varies by teachers' characteristics and regions. These results are a useful tool for understanding the relationship between teachers and ICTs so as to develop more appropriate educational policies.
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In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education teachers from Portugal at the beginning of the COVID-19 pandemic in 2020, we performed structural equation modeling to quantify the experience-readiness relationship. The survey contained an assessment of teachers' OTL readiness which was measured by their perceptions of the institutional support, online teaching presence, and TPACK self-efficacy. In contrast to the linearity assumption “the more experienced, the better prepared”, we found robust evidence for a curvilinear relationship. Teachers’ readiness for OTL increased first and then decreased with more experience—this applied especially to the self-efficacy dimension of readiness. Further analyses suggested that the experience-readiness relationship does not only exist at the level of aggregated constructs but also at the level of indicators, that is, specific areas of knowledge, teaching, and support. We argue that both novice and experienced teachers in higher education could benefit from experience-appropriate, pedagogical, and content-related support programs for OTL.
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This research investigated teachers’ readiness in implementing online learning during COVID-19 pandemic. This was quantitative research with a description analysis approach. The data collection technique used a structured questionnaire. It involved 78 senior high school teachers as respondents spread across nine sub-districts in Labuhanbatu Regency, Indonesia. The results revealed that the implementation of online learning has not been maximized. There are several factors that influence science teachers in running online learning, including the readiness of teachers to use various platforms as online learning media has not varied, the quality of the internet network is poor in some areas, some students do not have a smartphone/computer and have difficulty in buying internet data packages. The results of this study are expected to be used as an evaluation material to improve the online learning system to make it more effective and efficient. © 2022, Institute of Advanced Engineering and Science. All rights reserved.
ABSTRACT
The emergence of variants of Covid-19, the persistence of lockdowns in many countries, and the necessity to maintain sustainable education have resulted in a shift from the traditional classroom to virtual space. As such, there is a strong need to leverage technological advances while mitigating the challenges faced by primary teachers. Through the incorporation of eight elements, the authors sought to better understand factors that influence teacher readiness to deliver sex education in primary schools. Structural Equation Modeling was employed to assess the proposed conceptual model. The online survey was designed and distributed by Google Forms. Based on the results from 383 individuals, the findings revealed that facilitating conditions, educational policy, and parental involvement all had a relationship with teacher readiness. Digital content positively influenced performance expectancy and effort expectancy. Sexual knowledge had a statistically significant and positive influence on effort expectancy. Finally, openness had a statistically significant and positive influence on performance expectancy. The significant exceptions were that effort expectancy was not found to predict teacher readiness, and performance expectancy was not found to influence teacher readiness. The reasons for these non-significant correlations were briefly discussed and more studies on this topic are called to investigate these unexpected outcomes in more detail. The level of readiness, as well as theoretical and practical implications for scholars and practitioners, were discussed. ©Authors
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Fuzzy logic system (FLS) of Mamdani is a method that has the ability to reason similar to human abilities. In this paper is conduct the modelling of usage m-learning. The model systems is able to measure qualitative categories in modeling the usage of mobile-learning during the Covid-19 pandemic. Fuzzy logic system model for "perceptions of student behavior in usage m-learning", with 4 variables, i.e. (i) Teacher Readiness-TR, (ii) Student Readiness - SR, (iii) Subjective Norms - NS, and (iv) Intention Behavioral - IB. The four variables are indicators thatstated in the question instrument. The fourth variables is inputmodelling system. Each instrument with a grading answered, i.e.: strongly disagree (SA), disagree (D), neutral (N), agree (A), and strongly agree (SA). The model is structured into two sub-systems. Output of sub-system 1 is TR, SR, NS and IB variables, and output of sub-system 2 is "Behavior of Usage m-learning (UB)". Model system is design in 3 scenarios, to choose the bestone. The difference of each scenarios is in the interval variationsand number of membership functions of fuzzy logic system. TheSLF model was tested on 546 respondents. The fuzzy model in 3scenarios shows the Mean of Average Percentage error (MAPE) value in the range of 5 - 50%, while the test results using SEM (Structural Equation Modelling) software show the MAPEvalue is 12%.
ABSTRACT
STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers’ readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers’ responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement it. Most of them have known STEM education as integrating technology, engineering, and mathematics to science (physics), but only about half of them have experience conducting STEM lessons. They have basic capabilities of identifying the possibilities of implementation in various physics curricula, such as motion, electricity, and fluids. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of implementation is weakened. The teachers showed their engagement to explore more detail in designing and implementing STEM in their classrooms. Also reflected in the study was a significant challenge in terms of pedagogical and time management. Therefore, professional development in STEM education is essential to support teachers’ alignment, capabilities, and engagement to develop their readiness. As specific examples, STEM learning materials in motion, electricity, and fluids could help teachers understand the design and implementation of STEM education. © Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.