Conceptual Framework of Factors Affecting Online Teaching

Abstract

This study will add to the body of knowledge by creating a conceptual framework around fundamental concepts related to examining the factors that influence the efficiency of online teaching. The framework is based on an assessment of the online teaching literature found using Emerald, Institute of Electrical and Electronics Engineers (IEEE) Explore, ProQuest, and Google Scholar searches. A conceptual matrix is used to combine the findings into a framework of online instruction and effectiveness. A questionnaire was utilized and 81 respondents participated in the survey. We found that Google Meet is the most used platform for online teaching. In terms of stress level, teachers between the ages of 36 and 50 are the most stressed. As per time spent on online teaching, most teachers spent 3-5 hours a day and we also found that the more hours spent on online teaching, the more benefit the teachers and students will get. The study's findings can help the school and Malaysia's Ministry of Education understand the factors that affect how well teachers can conduct online teaching.

Effectiveness and influencing factors of online teaching among primary and secondary school teachers in China during the COVID-19: in depth interviews

“…Five themes emerged from the interview data: acceptance, professionalism, interactivity, instructional leadership, and home-school collaboration. There were similarities with the results of previous studies ( Inusah and Debrah, 2021 ; Husin et al, 2022 ).…”

“…First, in terms of acceptance of online teaching, this study considers teachers’ acceptance of online teaching as an essential element of the effectiveness of online teaching, and this study shows from the interviews at different times that some teachers were resistant to online teaching when they started to implement online teaching, but with the continuation of online teaching, teachers were able to slowly accept online teaching and show their understanding of online teaching. This has a strong correlation with the use of educational technology, which is consistent with the research of Husin et al (2022) and Huang et al (2017) . With the improvement of online teaching platforms and teachers’ online teaching ability, teachers will show higher online teaching effectiveness when they are able to carry out online teaching skillfully, and at this time, their acceptance of online teaching will be higher.…”

“…However, as teachers developed their online teaching ability, they showed higher acceptance of online teaching. As mentioned by Husin et al (2022) , teachers are prone to stress due to the length of time and deadlines, and if this was already a challenge for them before COVID-19, it became even more so when the classroom shifted to fully online. However, with the development of teachers’ online teaching competencies, teachers have been able to increase their online teaching efficacy by experimenting with different approaches in online teaching, which supports the study of Abdalla Mohammed and Muhammed Pandhiani (2017) that concluded that there is a significant correlation between teachers’ knowledge and teaching competencies and teachers’ teaching efficacy.…”

“… Boonsem and Chaoensupmanee (2020) supposed the factors of physical education teaching effectiveness by comparing students’ opinions on the teaching program at University of Technology, including the sum of six dimensions: (1) the purposes of Physical Education learning; (2) content and Physical Education programs; (3) teaching methods and teaching activities; (4) the personality aspects of Physical Education instructors; (5) equipment and facilities; and (6) assessment and evaluation. Husin et al (2022) constructed a conceptual framework for influencing teachers’ online teaching effectiveness that encompassed technology factor, learner factor, administrative factor and personal factor. From the students’ perspectives, the factors affecting teachers’ online instruction during COVID-19 were explored, mainly containing students’ interaction, access to quality internet and students online learning competency ( Inusah and Debrah, 2021 ).…”

Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers

“…Previous studies have dissected specific tasks of teachers and conceptualized them into roles of teachers in a traditional learning context (Eka, 2013;Sakai et al, 2008) and in an online learning context (Anggawirya et al, 2021;Coppola, Hiltz, & Rotter, 2002;Huang, 2017;Huang, 2018Huang, , 2019Huang, 2021;Husin, Ismail, Ali, & Rauf, 2022;Lalduhawma, Thangmawia, & Hussain, 2022). Teachers are expected to have the following roles: leader or coach (Eka, 2013;Ideland, 2021), tutor (Eka, 2013;Martin, 2022), manager (Anggawirya et al, 2021;Eka, 2013;Huang, 2017;Huang, 2018Huang, , 2019Huang, 2021;Sakai et al, 2008;Yengin, Karahoca, Karahoca, & Yücel, 2010) and counselor (Eka, 2013).…”