Conceptualised Framework for Assessing Teachers’ E-learning Readiness in South African Rural Schools

Setati, Phatudi P; Paledi, Victor N

doi:10.1109/oi.2019.8908204

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…E-learning is an approach where technology is used to facilitate teaching and learning in or outside the classroom (Setati & Paledi, 2019). This learning approach has innovative ways to attract learners and teachers to be active participants in learning (Musiimenta et al, 2019).…”

Section: History Of E-learning In Ugandamentioning

confidence: 99%

“…The use of technology for learning has led to the development of educational opportunities and support for both teachers and learners (Setati & Paledi, 2019). In countries such as Slovakia, it was noted that educational institutions utilizing ICT in learning produced better student results than those institutions where ICT utilization was not yet realized (Pal'ova, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…2 No. 2 6 community schools as seen in developing countries (Musiimenta et al, 2019;Setati & Paledi, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Kimwise,

Paledi,

Lukwago

et al. 2021

JASIC

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This study investigated the impact of e-learning on learners’ academic performance in mathematics in Nakivale refugee settlement, Uganda. A causal-comparative research design was used to measure the effect of implemented e-learning technology on the learners’ academic performance, which was an after-effect natural experiment. This longitudinal study revealed the extent to which e-learning usage might positively or negatively affect learners’ mathematics performance scores. The study evident that not always will the implementation of e-learning yield positive results to learners’ performance, but negative results can also be expected. It is the finding of this study that the impact of e-learning on learners’ performance cannot be easily generalized but viewed as a matter of case by case. Theoretically, this paper provides evidence that marketing theories such as Expectation Confirmation Theory (ECT) can be used to extract more insight on learners’ experiences and intentions post interaction with e-learning technology or any other technology that might have been integrated into teaching and learning.

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Section: History Of E-learning In Ugandamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Kimwise,

Paledi,

Lukwago

et al. 2021

JASIC

View full text Add to dashboard Cite

show abstract

“…There are a number of studies that measure the e-learning readiness of teachers (Al-Furaydi, 2013;Amalia et al, 2021;Çınar et al, 2021;Howard et al, 2021;Hu et al, 2020;Ouma et al, 2013;Pusparini et al, 2018;Setati & Paledi, 2019;So & Swatman, 2006;Trayek et al, 2016;Yun & Murad, 2006). Çınar et al (2021), for example, investigated the readiness of in-service Turkish teachers.…”

Section: Introductionmentioning

confidence: 99%

“…They conducted their research with 131 teachers from primary and secondary schools. Setati and Paledi (2019) assessed the e-learning readiness of 120 primary and secondary school teachers in Africa. Trayek et al (2016) revealed the e-learning readiness of 475 secondary school teachers in Palestine.…”

Section: Introductionmentioning

confidence: 99%

Are K–12 Teachers Ready for E-learning?

Polat

Hopcan

Yahşi

2022

IRRODL

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Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.

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Self-efficacy, information communications technology integration and attitudes in online teaching: Basis for improved work performance framework

2024

IJRSM

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In the rapidly evolving landscape of education, the transformative impact of online teaching within the realm of vocational education stands as a pivotal subject of exploration. In order to develop an improved work performance framework, this study examines the effects of teachers' self-efficacy, information and communication technology (ICT) integration, and teacher attitudes in online teaching and vocational education management. For the purpose of providing an adequate and precise interpretation of the results, this study employed a descriptive research design. The experimental study took place in three different types of

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Conceptualised Framework for Assessing Teachers’ E-learning Readiness in South African Rural Schools

Cited by 3 publications

References 27 publications

Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Are K–12 Teachers Ready for E-learning?

Self-efficacy, information communications technology integration and attitudes in online teaching: Basis for improved work performance framework

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