Development and Validation of an Attitude Scale towards Online Teaching and Learning for Higher Education Teachers

Sangwan, Anju; Sangwan, Anurag; Punia, Poonam

doi:10.1007/s11528-020-00561-w

Cited by 28 publications

(30 citation statements)

References 39 publications

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“…The COVID-19 pandemic has forced both teachers and students to modify their academic activities, among which is the evaluation of the knowledge acquired by the student. Some studies indicate that the acceptance of the new methodologies has been correct in different countries [11][12][13]. Results obtained in this study showed that students preferred the online format exam at home using the Respondus Lockdown Browser system (Modality 1), regardless of the type of exam and the gender of the student.…”

Section: Discussionmentioning

confidence: 68%

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

2021

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The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

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Section: Discussionmentioning

confidence: 68%

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

2021

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“…As opposed to teaching presence in non-BL situations, it is the student disposition that has a bigger effect over teaching presence in BL environments (Sangwan et al, 2021). Comparing web-based technologies to conventional classroom learning, despite their extensive use, web-based technologies still confront the difficulty of not being readily accepted when presented into a new application scenario (Adarkwah, 2021).…”

Section: Student's Disposition To Accept Blended Learningmentioning

confidence: 99%

“…It has already been stated that the usage of learning technologies has a variety of effects on students' learning outcomes, with some of these effects being produced by contextual and cognitive variables and others being driven by technological factors alone (Hong et al, 2014;Sangwan et al, 2021). In science education, it has been discovered that a BL atmosphere improves student attendance and learning pleasure (Tang, 2013).…”

Section: Student's Disposition To Accept Blended Learningmentioning

confidence: 99%

Testing and Validating a Faculty Blended Learning Adoption Model

Antwi-Boampong

2022

Front. Educ.

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Faculty members are crucial to Blended Learning’s success in higher education. Despite substantial research into the elements that drive faculty adoption of BL, few have developed a model to explain how these factors combine and influence faculty intentions to teach in this mode. This study used data collected from 207 professors from 18 universities across Africa, the United States, Europe, and the Middle East to test and validate a Faculty Blended Learning Adoption Model which was derived from a Grounded Theory study. Four model constructs (institutional hygiene readiness, student BL disposition, faculty technology ready, and Pedagogy Technology Fit for BL) mediated by motivation were tested to predict faculty Blended Learning adoption using structural equation modeling. The results demonstrated an excellent model fit, with three of the six hypotheses in this study being supported. Faculty desire to utilize BL was found to be influenced by faculty technology readiness and task technology fit for BL, but not by institutional hygiene readiness or student BL disposition. This research presents a useful model for university administrators to use in their BL implementations. A thorough understanding of this model can assist decision-makers in identifying the factors that influence future faculty acceptance or resistance to blended learning, as well as helping them in enhancing acceptance and usage.

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“…Over the last three decades, the substantial growth of information and communication technology, human interaction have profoundly impacted the education system (Latchem, 2017) and this digital revolution has made a paradigm shift in education worldwide (UNESCO, 2019; as cited in Sangwan et al, 2021), introducing a digitalized online platform for the education. With that, educational institutions like schools, technical colleges, universities have adopted blended and fully online content.…”

Section: Introductionmentioning

confidence: 99%

Academics' attitudes towards online education amidst the Covid-19 outbreak

Dassanayaka

Weerasinghe

Dahanayake

et al. 2022

IJEM

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PurposeThe present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.Design/methodology/approachThe study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.FindingsActive student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.Originality/valueThis study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.

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Development and Validation of an Attitude Scale towards Online Teaching and Learning for Higher Education Teachers

Cited by 28 publications

References 39 publications

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

Testing and Validating a Faculty Blended Learning Adoption Model

Academics' attitudes towards online education amidst the Covid-19 outbreak

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