Toward a framework for strengthening participants' self-efficacy in online education

Bej²

2021

Educ Inf Technol

Self Cite

The purpose of this exploratory study undertaken between June and August 2020 was to capture teachers’ perspectives to explore (a) what kind of pedagogies they have successfully implemented in the face of a pandemic; (b) what hurdles and successes did they encounter while implementing virtual teaching-learning; and (c) how virtual pedagogies can be improved. Data was collected using purposive sampling via 47 social media groups and pages, using internet survey as an instrument from 141 teachers, teaching kindergarten and elementary students, from different regions (continents) of the world. Findings revealed, six success themes and eight major challenges from the voice of teachers experiencing a rapid and unprepared shift to virtual education. Suggestions for improving digital education revolve around four areas which suggest that pupils from marginal socioeconomic households were significantly disadvantaged during the COVID-driven virtual education scheme. This research is not preoccupied with identifying universal outcomes but, instead, is focused on how the real virtual teaching experience can help in informing areas of focus for reimagining the approach to education for an uncertain future.

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

RETRACTED ARTICLE: COVID 19 response: An analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal

Bej²

2021

Educ Inf Technol

Self Cite

“…In response to school closures, UNESCO recommended the use of online and distance learning programs and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education (UNESCO, 2020e) and several other studies also recommended in this direction (Karp and McGowan, 2020). However, the question arises how far UNESCO guidelines for moving online could be implemented in a developing country such as India where the digital divide is awe-inspiring, digital inclusion and infrastructure for online education is at a lamentable stage, which cannot be rooted out overnight (Kundu, 2020). Several past studies have found a skeletal picture of online education infrastructure in India suffering from numerous shortcomings (Thirumurthy and Sundaram, 2003;Bharadwaj, 2007;Gupta and Haridas, 2012;Prasad, 2013;Netragaonkar, 2015;Bindu, 2019) and this pandemic has highlighted the deep digital divide.…”

Section: Responding Coronavirus Disease 2019 Highlights Digital Dividementioning

confidence: 99%

COVID-19 response: students’ readiness for shifting classes online

Bej

2021

Self Cite

Purpose Coronavirus disease 2019 (COVID-19) pandemic has led education institutions to move all face-to-face (F2F) courses online across the globe. The purpose of this study was to investigate Indian students’ perception of readiness for this sudden shift and at the same time, report a possible approach of good institutional governance to respond to such an unprecedented crisis. Design/methodology/approach This study followed a mixed approach combining both quantitative (e.g. survey) and qualitative (e.g. interview) methods. A survey was distributed among 100 purposively selected students out of which 50 were college students and 50 were from secondary schools following heterogeneous purposive sampling techniques. In total, 30 participants were interviewed as per a set interview protocol. Data were analyzed descriptively and inferentially based on several demographic differences. Findings Findings revealed that students were neither satisfied nor ready for this sudden shift toward online education rather they felt fear, uncertainties, and several challenges owing to a deep digital divide to adapt to this unprecedented shift. They were found absorbed in memories of F2F mode before the COVID outbreak and take this online shift as a temporary adjustment owing to respond to the pandemic finding no possible alternate. Originality/value This study contributes and extends corporate governance literature by offering new evidence of perception differences between the company and customers as well. Education providers often assume that students desire online courses for their convenience and believe it equivalent to or better than F2F courses. This study challenges these managerial perceptions by examining students’ studies empirically and the findings will help regulators and policymakers to change accordingly.

“…ICTs have brought the globe in a room and made functioning easy and faster (Kundu, 2020a). Similarly, e-assessment has made assessment developed, accurate and faster compared to traditional time-taking paper-based measures (Hillier, 2014; Stodberg, 2012; De Villiers et al , 2016).…”

Section: Advantages Of E-assessmentmentioning

confidence: 99%

Experiencing e-assessment during COVID-19: an analysis of Indian students' perception

Bej²

2021

HEED

Self Cite

PurposePresently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including education. E-learning has evolved as the only alternative of knowledge transmission even in third world nations, and e-assessment has been playing an increasingly important role in this digital transformation of education. But how far and of what depth it has made its place among students' minds need to be studied to leverage its full potential to transform students' learning needs. This study reports an investigation made in this direction.Design/methodology/approachAn online survey consisting of 40 questions in Google Forms was conducted to collect primary data on students' perception of e-assessment among 200 Indian students pursuing higher education from several geographical locations. The quantitative methodological approach was followed. The data were analyzed descriptively and inferentially.FindingsThe results were analyzed based on the model of acceptance and usage of e-assessment (MAUE), and findings revealed that students' overall perception toward e-assessment was of moderate level and this perception varies depending on their gender, academic level, nature of the stream of study and their economic condition. Of the eight domains investigated, students showed better perception in the perceived usefulness, perceived ease of use, compatibility, subjective norms and self-efficacy domains, while they cut a sorry figure in domains like awareness, resource facilitation and information technology (IT) support. It became evident from their responses that COVID was instrumental in enhancing their interest in e-assessment.Social implicationsThe implication of this study lies in strengthening e-assessment by attending to the factors as noted in the MAUE in India and alike developing nations having huge space left for e-learning to reach a boom.Originality/valueThis is an empirical investigation conducted in India on the state of students' perception of the e-assessment in the backdrop of the COVID-19 outbreak. To do this work, the authors conducted online surveys, and the write-up of the findings focus on the survey data only.