A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey

Çınar, Murat; Ekící, Murat; Demir, Ömer

doi:10.1016/j.tate.2021.103478

Cited by 24 publications

(9 citation statements)

References 39 publications

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“…It shows that male teachers are better prepared for online learning to minimize online teaching obstacles. It is consistent with Çýnar, Ekici, and Demir (2021) that male teachers are better prepared for online learning than female teachers. The obstacles faced by BIPA teachers in online learning were also found by Ashton (2022), namely, the difficulty of asking students to turn on the microphone and camera so that the teacher is stressed, isolated, and lonely.…”

Section: Discussionsupporting

confidence: 87%

Likes, Constraints, Boredom of online-offline BIPA Students and Teachers based on Teacher Perceptions

Defina

2023

JPP

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Likes, Constraints, Boredom of online-offline BIPA Students and Teachers based on Teacher Perceptions. Objectives: The research aims to describe preferences, energy, feedback, boredom, and constraints and test different teacher-student constraints. Methods: The research population is BIPA teachers worldwide, and a sample of 100 people who have taught online-offline and are willing to complete the Google Form. Findings: Teachers and students prefer offline learning. Teachers need energy in offline learning and students in online learning. Student and teacher constraints are low, but more in online learning. Teachers and students experience more boredom in offline learning. The preference for online learning is due to its flexible and attractive media; the obstacle for teachers and students in online learning is an internet connection; the main causes of boredom in online learning are poor connection and long sitting in front of the computer. Conclusion: Offline learning is still preferable, despite much boredom.

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Section: Discussionsupporting

confidence: 87%

Likes, Constraints, Boredom of online-offline BIPA Students and Teachers based on Teacher Perceptions

Defina

2023

JPP

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“…Their competence to handle classes and teaching effectiveness decreased due to the transition to online mode without appropriate technological and pedagogical support. Thus, complementing recent research (e.g., Çınar et al, 2021; Hassan et al, 2020), our study also highlighted the need for the school administration to provide technological support and training to equip teachers to handle the online environment effectively. This would include technical training as well as training on pedagogies suitable for the online interface.…”

Section: Discussionsupporting

confidence: 79%

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

Bhattacharya

Tandon

2023

Psychology in the Schools

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This study examined perceived needs, well‐being, work/nonwork conflict and demands, and coping mechanisms among government and private schoolteachers in India while working from home during the COVID‐19 pandemic. We employed a mixed method design, collecting 161 quantitative responses using questionnaires and 121 qualitative responses using open‐ended questions. These were analyzed using inferential statistics and thematic analysis, respectively. Results highlight the negative impact of work/nonwork conflict on well‐being. The missing work‐home boundaries resulted in extended work hours, unorganized routines, and simultaneous work/nonwork demands. We describe the multifaceted nature of operational, pedagogical, and technological challenges faced by schoolteachers. We suggest psychological and operational resources and support mechanisms that can be developed at the family, school administration, and policy levels. Further, customized bundles of solutions are needed to address the variability in the challenges faced.

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“…Accordingly, the conceptualised model was implemented to examine educators’ behavioural intention to online teaching beyond the pandemic. TAM is considered a well-known model for explaining teachers’ integration of technology (Hong et al, 2021 ; Nikou & Economides, 2017 , 2019 ; Scherer et al, 2019 ; Teo, 2011 , 2019 ; Wong, 2016 ) and to some extent online teaching (Chen et al, 2021 ), while TPACK has also been used as an indicator for the integration (Ifinedo et al, 2020 ) and online teaching readiness (Çınar et al, 2021 ; Howard et al, 2021 ; Scherer et al, 2021 ). There are few studies to date that combine both TAM and TPACK to explore influencing factors on teachers’ adoption of technology (Joo et al, 2018 ; Mei et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Khong

Lai

et al. 2022

Educ Inf Technol

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Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers’ extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers’ technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers’ behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers’ behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers’ TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.

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A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey

Cited by 24 publications

References 39 publications

Likes, Constraints, Boredom of online-offline BIPA Students and Teachers based on Teacher Perceptions

Likes, Constraints, Boredom of online-offline BIPA Students and Teachers based on Teacher Perceptions

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

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