Total Transition to Online Learning: Students’ and Teachers’ Motivation and Attitudes

Baranova, Tatiana; Kobicheva, Aleksandra; Tokareva, Elena

doi:10.1007/978-3-030-65857-1_26

Cited by 9 publications

(3 citation statements)

References 27 publications

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“…SDT is proposed in this study as it relates to the interest, motivation and use technology tools in connection with educators' competence, preparedness and commitment (Sørebø et al, 2009). In order to motivate teachers' interest in OT, three elements are necessary: control, connectedness and capability (Baranova et al, 2021;Copriady, 2014;Hartnett, 2016;Selvi, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Assessment of Teachers’ Competence and Interest in Online Teaching during the COVID-19 Pandemic in Nigeria

Adewale

Awodiji

Ariyo

2022

International Journal of Pedagogy and Teacher Education

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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Despite the numerous advantages of the online mode of instruction in terms of flexible learning methods, convenience, broader coverage and its ability to ensure that no child was ignored educationally during the COVID-19 lockdown, teachers found it difficult to cope with such an approach. A survey was conducted on teachers' interests, competencies, and awareness of the online mode of instruction and its possible problems. The snowball sampling technique was used to identify 377 teachers at all levels of education in Nigeria during the lockdown. Amongst the outcomes of the study, it was revealed that teachers were fully competent in online teaching, thus encouraging them to continue using the approach after the COVID-19 pandemic. Support from private organisations, especially in the provision of subsidised technology devices and organisation of skills development programmes for teachers at all levels of education, will enhance their competency and performance in the ‘new normal’ generation. </span></p></div></div></div>

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Section: Theoretical Frameworkmentioning

confidence: 99%

Assessment of Teachers’ Competence and Interest in Online Teaching during the COVID-19 Pandemic in Nigeria

Adewale

Awodiji

Ariyo

2022

International Journal of Pedagogy and Teacher Education

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“…Researchers aspire to discern how these challenges impact the teaching process and how educators adapt to new technologies. They are interested in understanding the effects on student learning and engagement, as well as how the transition to online education influences the workload of teachers [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Development of Professional Foreign Language Competence of Economics Students with MOOCs during the Pandemic

Zubkov

2023

Education Sciences

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Delving into the realm of massive open online courses (MOOCs), this investigation scrutinizes their role in enriching the professional language proficiency of economics undergraduates amidst a global coronavirus crisis. The research pivots on assessing the efficacy of MOOCs within higher learning curriculums while shedding light on the benefits and drawbacks of such an approach. The methodologies employed encompassed the analysis and interpretation of data derived from student polls and statistical analysis of yielded outcomes. The findings shed light on MOOCs as a potent instrument for honing language prowess and enriching the professional linguistic expertise of budding economists. The language experiment was participated in by a group of 34 students and their responses have been collated and interpreted as proposed guidelines for future reference. The participants notably appreciated the video-lecture format and exposure to native speakers’ elocution. However, the study did not shy away from spotlighting certain limitations such as complexities in platform navigation and the difficulties of watching videos without subtitles. To optimize MOOC utilization, a series of recommendations were drawn up. These included offering choices to students, simplifying platform navigation, extending support during challenges, and bolstering speaking abilities. This exploration holds valuable insights not just for educators and students but also for academic institutions at large, offering hands-on data regarding the perks and pitfalls of employing MOOCs to cultivate professional foreign language competence within the field of economic education.

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“…to individualize the educational process of each student. Moodle distance learning system has become popular and widespread due to its technical parameters as well as the variety of tools included [5]. These tools can be divided into four groups.…”

Section: Introductionmentioning

confidence: 99%

Readiness of teachers of agricultural universities to manage the process of distance learning

et al. 2021

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The electronic educational environment is now being actively implemented in the field of vocational education all over the world. The concept of digital competence and the readiness of a university teacher to use the Moodle distance learning management system are considered. The study involved 45 respondents - teachers of the humanities at a technical university, 23 - with an academic degree, 21 - higher education without an academic degree. The described study based on the analysis of questionnaire answers reveals significant differences in the components of digital competence of teachers of different generations.

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Total Transition to Online Learning: Students’ and Teachers’ Motivation and Attitudes

Cited by 9 publications

References 27 publications

Assessment of Teachers’ Competence and Interest in Online Teaching during the COVID-19 Pandemic in Nigeria

Assessment of Teachers’ Competence and Interest in Online Teaching during the COVID-19 Pandemic in Nigeria

Development of Professional Foreign Language Competence of Economics Students with MOOCs during the Pandemic

Readiness of teachers of agricultural universities to manage the process of distance learning

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