The Effect of Online Education on the Teachers’ Working Time Efficiency

Abstract

The aim of this work was to study how the teachers’ working time efficiency changed with the transition to an online education. This work is the first to compare the teachers’ working time effectiveness for two forms of teaching. We used the evaluation of the teacher’s self-efficacy and the criteria for evaluating the educational course quality for this purpose. Teachers with the same efficiency and quality indicators were selected. The time spent by teachers on preparing and conducting offline (control group) and online (experimental group) classes was measured. Since the quality of the courses and the teachers’ effectiveness were the same, it was sufficient to compare only the time spent by teachers to achieve the same educational goals in order to compare working time efficiency. The research also involved a questionnaire survey. This study found that the current working time efficiency of teachers who work online is less than those who teach traditionally. However, the efficiency of the efficiency of teacher’s working time spent on the presentation of new material is higher with online education. This result can be achieved through using self-made video recordings of lectures. The results of the conducted research are of practical importance for teachers who work online. It allows finding the optimal ratio of time spent and results achieved. It is reasonable to further study the influence of a teacher’s age, gender, and pedagogical experience on the working time efficiency.

Transforming Design Education іn Ukraine: Insights from Global Best Practices

“…The correlation between the active implementation of distance learning and teacher effectiveness is highlighted by Tsekhmister et. al (2022).…”

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“…Ukraine, in particular, has undoubted advantages, providing access to a huge amount of knowledge and the ability to study anywhere. Y Tsekhmister et al (2022),. studying the efficiency of teachers' working time, including in the online format, proves that teachers working in the online format do not show the same productivity and efficiency of teaching activities as their colleagues who teach in the traditional offline format.…”