Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study
Sustainability
; 14(8):4729, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1810159
ABSTRACT
Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.
Environmental Studies; digital education; teachers; students; resources; mixed methods design; Teaching; Data analysis; Qualitative analysis; Software; Working conditions; Computer assisted instruction--CAI; Education; Workload; Training; Working hours; Learning; Innovations; Colleges & universities; Internet resources; COVID-19
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Sustainability
Year:
2022
Document Type:
Article
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