Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

Howard, Sarah; Tondeur, Jo; Siddiq, Fazilat; Scherer, Ronny

doi:10.1080/1475939x.2020.1839543

Cited by 110 publications

(105 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The COVID-19 pandemic means that academics are facing challenges requiring the need to shift teaching online using digital tools that means new approaches to teaching and learning have to be developed since some of the face–to–face pedagogically approaches may be inadequate (König et al, 2020 ). While the transition to online teaching and learning in response to the COVID-19 pandemic was rapid and unprecedented creating many challenges for both individual academics and students (Ferdig et al, 2020 ; Howard et al, 2020 ) due the need for special technological skills and different pedagogical approaches to deliver online teaching and learning (Gurley, 2018 ; Howard et al, 2020 ), unfortunately, many academics and academic institutions’ readiness to transition to online teaching has been questioned (Howard et al, 2020 ). This is mainly due to a number of challenges that are likely to have presented themselves.…”

Section: Pedagogy and Technology In Engineering Educationmentioning

confidence: 99%

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Ahmed

Opoku²

2021

Educ Inf Technol

View full text Add to dashboard Cite

Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

show abstract

Section: Pedagogy and Technology In Engineering Educationmentioning

confidence: 99%

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Ahmed

Opoku²

2021

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

“…This is reflected within these articles in two ways: the first is a focus on assessment and accountability during the pandemic as identified in the US media (Greenhow et al, 2020), and the second is the critique of teachers' digital competence or online pedagogical practices. This selection of articles reflects that teachers work within national, local and schooling contexts which enhanced or limited their ability to respond in times of school closures and provides constructive insight to inform future support for teachers (for example, Howard et al, 2020). It is evident that teachers are essential members of their community in times of crises.…”

Section: Equity Planning For the Future And Valuing Teachersmentioning

confidence: 99%

“…Teacher preparedness was an emerging issue across most contexts. A global survey of secondary teachers examined how ready teachers and institutions were for emergency online teaching (Howard et al, 2020). The researchers identify four profiles: high, medium, low and mixed perceptions of readiness to teach online.…”

mentioning

confidence: 99%

Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Starkey

Shonfeld

Prestridge

et al. 2021

Technology, Pedagogy and Education

View full text Add to dashboard Cite

“…As the literature implies (Allen and Seaman, 2013;Howard, Tondeur, Siddiq and Scherer, 2020;Tsai, 2020;Wei and Chou, 2020) online learning gains much more popularity day by day all around the world especially in post-Covid 19 pandemic times. It is considered that online learning readiness of preservice teachers is critical for future teachers especially after Covid-19 pandemic forced decision-makers to shift to fully online distance learning practices for public health.…”

Section: Discussionmentioning

confidence: 99%

Do Turkish Student Teachers Feel Ready for Online Learning in Post-Covid Times? A Study of Online Learning Readiness

Çobanoğlu¹,

Çobanoğlu²

2021

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

The purpose of this descriptive study is to investigate on-line learning readiness levels of student teachers according to several variables. By using purposive sampling method, the sample consisted of 270 (200 female and 70 male) student teachers in Turkey. Data collection tools include (i) Student Demographics Form with 18 items, (ii) On-line Learning Readiness Scale with 18 items and five factors. Statistically, the quantitative data were analyzed via ANOVA, t-test and ANCOVA. The findings suggest that mean of on-line learning readiness levels of student teachers is at good level. On-line learning readiness levels of student teachers are significantly different according to their departments [F(4,265)=3.450, p=0.09]. Namely, the mean scores for the students from Elementary Education and Pre-school Education departments were significantly higher than those from Social Science Education department. Besides, student teachers who has Internet access had higher on-line learning readiness scores (M= 67.27, SD=9.86) than did those without access (M= 60.14, SD=10.64), t(268)=3.16, p=.002. There are also significant differences between student teachers' on-line learning readiness scores per their perceived information and communication technology use competency and departments after differences in accessibility to the Internet is controlled (p<.001). As mentioned by International Society for Technology in Education in 2019 standards, on-line learning readiness needs to be considered in detail to assist learners in using digital media in 21st century for learning; teaching; gathering, producing, sharing information for educational purposes. In conclusion, it is suggested that practitioners should increase online, distance or blended (both on-line and face-to-face) learning experiences of their students who are prospective teachers of the 21st century learners. Therefore, it is strongly suggested contributing development of learning and teaching skills of student teachers by getting them more familiar with on-line learning environments especially in post-Covid times.

show abstract

Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

Cited by 110 publications

References 37 publications

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Do Turkish Student Teachers Feel Ready for Online Learning in Post-Covid Times? A Study of Online Learning Readiness

Contact Info

Product

Resources

About