The Abrupt Shift to Online Learning During the Pandemic: Focus on Teachers’ Experiences and Perspectives

Abstract

<p style="text-align: justify;">The study explored the perspectives and experiences of the participating teachers regarding the sudden switch to online learning during the COVID-19 epidemic. 159 teachers from four junior high schools in Taguig City, Philippines, provided the data. The study used the quantitative approach to research, specifically it utilized the descriptive method using survey as way to gather data. The data was statistically analyzed using the frequency distribution, percentage formula, mean, and Mann-Whitney and Kruskal-Wallis tests. The study's findings show that the respondents' perceptions and experiences during the sudden change to online learning, which was caused by the pandemic that focuses on internet access, digital infrastructure, administrator assistance, and learning environments, are typically similar. Additionally, there were no significant differences found between the participants’ responses and their demographics as to sex, highest educational attainment, years in service and specialization.</p>

Indonesian Teachers' Acceptance on Online Teaching Technology During the COVID-19 Pandemic

“…The negative relationship between TPACK-SE and BI shows that the higher the teachers' self-efficacy on TPACK competence, the lower the intention to use the technology for online teaching. According to the teacher's experience, the sudden application of online learning technology during the pandemic only focused on the availability of internet access and digital infrastructure (Garcia et al, 2023). This shows that TPACK self-efficacy is not the cause of someone using online learning technology during a pandemic, but the intention to use technology only if the supporting conditions are good.…”

“…During the pandemic, teachers faced numerous challenges as they navigated new technologies in their teaching. As a result, the qualifications of teachers and the conditions that facilitated their work became increasingly important in the realm of online learning (Garcia et al, 2023). As recommended by Proedrou et al (2023), training and technical support for teachers is needed for the successful adoption of technology into classroom learning.…”

“…In addition, to effectively utilize new technologies, such as learning management system (LMS), teachers need to have confidence in their technological abilities (Garcia et al, 2023). During the pandemic, Proedrou et al (2023) found that computer self-efficacy impacted user attitudes towards technology use.…”

“…During the pandemic, Proedrou et al (2023) found that computer self-efficacy impacted user attitudes towards technology use. Moreover, according to Saubern et al (2020) and Sulistiani et al (2024) in the current learning context, it is not enough for a teacher to just have technological knowledge, Research recommendations by Proedrou et al (2023) suggest that facilitating conditions are necessary to support the adoption of new technology in learning, as well as confidence in technological knowledge (Garcia et al, 2023), namely TPACK competence (Saubern et al, 2020). However, previous studies by Proedrou et al (2023) and Garcia et al (2023) did not examine how facilitating conditions and TPACK efficacy can affect technology acceptance.…”

“…Moreover, according to Saubern et al (2020) and Sulistiani et al (2024) in the current learning context, it is not enough for a teacher to just have technological knowledge, Research recommendations by Proedrou et al (2023) suggest that facilitating conditions are necessary to support the adoption of new technology in learning, as well as confidence in technological knowledge (Garcia et al, 2023), namely TPACK competence (Saubern et al, 2020). However, previous studies by Proedrou et al (2023) and Garcia et al (2023) did not examine how facilitating conditions and TPACK efficacy can affect technology acceptance. Therefore this study was conducted to see the relationship between TPACK self-efficacy and facilitating conditions on teachers' intentions to use technology by adopting the technology acceptance model (TAM).…”