Preservice Teachers’ Evolving View of the Impact of the COVID-19 Pandemic on Online Learning

Abstract

The purpose of this study is to investigate preservice teachers’ evolving views towards online learning, technological self-efficacy, and their outlook regarding the strengths and constraints of online learning after a forced transition to online learning during the pandemic of COVID-19. 104 students from two semesters participated in the study. They took Teacher Education as a major or minor. Group 1 was from the Fall semester of 2020. Group 2 was from the following semester of Spring 2021. Group 2 had one more semester of online learning experiences. A mixed-methods design was used to analyze both quantitative and qualitative data from an online survey. Results show preservice teachers’ technological self-efficacy and interest increased over time and their attitudes towards online learning became significantly positive. This study provides a concrete understanding of preservice teachers’ evolving view towards online education, which could have a critical impact on the adoption of online learning in the future K-12 settings.

Exploring Online Student Engagement Scaffolded by Teacher Management Communication Style

“…In response to first research question, statistical analysis yielded the significant difference between pre-(stage 1) and post-test (stage 2) of the Online Student Engagement in general, as well as the four factors representing skills, emotions, performance, and participation. It was found in the study that learners were increasingly involved in online learning activities, which was consistent with previous findings that participants retained increasingly positive attitudes toward online learning experiences over time [24,25].…”

“I want to learn English after retirement”: The blended learning experiences of senior citizens

“…However, the COVID-19 pandemic and the government policies, many have met and chatted online via different types of platforms and cell phone applications. Therefore, all participants are positive about the online data collection procedure (Bai, 2022). During the sessions, the researcher used a digital recorder to record the voiced message.…”

“…Because of the COVID-19 pandemic, many lessons and programmes had to switch from the on-campus mode to online and blended learning styles in order to meet the recommendations of social distancing regulations and lockdown policies, regardless of the age, site, subject matter, and level of the learners (Iqbal and Sohail, 2021;Bai, 2022). In other words, some life-long learning courses and programmes had to be delivered online to meet government policies.…”

The Teaching Process in Times of Covid-19: Between the Possible and the Idealized

“…The COVID-19 pandemic has profoundly marked the world's educational systems by imposing social distancing as a priority strategy to combat the pandemic, a fact that culminated in the closure of educational institutions and abrupt migration to the remote model worldwide (MOLOI; SALAWU, 2022), (AZIZAN et al, 2022), (BAI, 2022), (CHAMORRO-ATALAYA et al, 2021), (RANJAN et al, 2021), (JAMALOVA; BÁLINT, 2022), (OTTS et al, 2021), (BÉCHÉ, 2020), (ADNAN; ANWAR, 2020), (TESAR, 2020), (DHAWAN, 2020), (CHOI; TESSLER; KAO, 2020), (STANISTREET; ELFERT; ATCHOARENA, 2020), (SELWYN; JANDRIĆ, 2020), (ENES, 2021) and (ALGHANMI; NYAZI, 2022). In Brazil, the situation was no different: on March 13, 2020, Brazilian public and private schools and universities closed their activities in person.…”