Teachers’ willingness to change in adapting to online learning during the covid-19 pandemic

Abstract

This study aimed to highlight the view of educators on the teachers’ willingness to change in adapting to online learning due to the Coronavirus disease 19 (COVID -19) pandemic. The sudden shifting required readiness to facilitate both synchronous and asynchronous learning interactions. The results of previous studies on the dissatisfaction with the online learning quality during the pandemic triggered this study. Teachers preferred to use task-based learning and resisted incorporating technology in the learning process. The limited literature provided a study gap investigated in the present study. Therefore, the real-time virtual focus group discussions were carried out to obtain viewpoints about teachers’ willingness to change in which 31 participants, including teachers, principals, and supervisors, shared their viewpoints. Moreover, dynamic discussions were conducted through brainstorming using Mentimeter, collecting viewpoints via zoom poll, and discussion engagements in the primary and breakout rooms. Content analysis revealed three categories: willingness to learn, try, and be open. The result provided novelty essential as a new perspective and proposed possible solutions to address the problems shifting from regular to online learning in Indonesia. Finally, this study recommends future investigation of teachers’ willingness to change as a new concept of professional development in establishing quality learning.

Indonesian English Teachers’ Work Engagement and Attitudes towards the Use of Instructional Technology: A Survey Study

“…The overall findings suggesting very high work engagement, however, may suggest that the Indonesian high school teacher participants had perseverance in teaching despite the challenges. This finding was in line with the finding of a previous study by Herawati et al, (2021) in Indonesia. They reported that their teacher participants were willing to adapt to the rapid changes due to the pandemic and update their knowledge to overcome challenges.…”

“…The process of acquiring new knowledge in IT was manifested in their willingness to try what they had learned. Herawati et al (2021) further found that the teacher participants had a sense of openness, were aware of the need to implement IT and had the willingness to continuously update their knowledge to overcome challenges.…”

“…Related to factors influencing the use of IT, though not in teachers' engagement literature, several recent studies have suggested that teachers' use of IT during Covid-19 to facilitate online learning is also affected by several factors (Gómez-Fernández & Mediavilla, 2022;Herawati et al, 2021;Sangeeta & Tandon, 2021). Three factors influencing teachers' decision to use IT during Covid-19 are teachers' characteristics, students' characteristics, and IT resources at school (Gómez-Fernández & Mediavilla, 2022).…”

“…Furthermore, teachers' use of IT is motivated by a willingness to learn new knowledge, a willingness to try, and a sense of openness (Herawati et al, 2021). A study in an Indonesian context by Herawati et al (2021) involving 31 teacher participants found that the Covid-19 pandemic raised teachers' awareness to improve their self-quality by learning new knowledge, one of which was using and implementing IT in instruction. The process of acquiring new knowledge in IT was manifested in their willingness to try what they had learned.…”

Learner Feedback to the Initial Teacher Educator’s Eap Teaching: A Reflective Study

“…Hence, this possibly made the item 'The suitability of the feedback given by the lecturer in learning' (4.32) and 'Lecturer's concern for student difficulties' (4.30) score lower as the teacher failed to identify the emerging emotions and feelings when something went wrong. This willingness to integrate technology for distance learning has been further investigated by Herawati et al (2022). They argue that willingness to change is a new predictor of professional development in establishing quality instruction.…”