Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19

Abstract

The deadly effect of Covid-19 has changed the world dramatically. The education sector is one of the worst sufferers due to the official closures of educational institutions worldwide. The government of Bangladesh has declared all the on-campus activities shut in March 2020. This paper explains the effect of faculty and student readiness in adopting virtual classes considering the mediating effect of technology adoption intention. Teachers and students from private and public universities in Bangladesh are surveyed for this research. The findings revealed that the private universities are well ahead of providing online education as their faculty and students are ready with logistics and mindset to adopt technology-based virtual learning while the public university stakeholders are yet to initiate it. It is concluded that the lack of readiness of public universities will create a massive gap between public and private university education and rural and urban students as well. The proposed model of this research can help the policymakers and the government in formulating policy guidelines for bringing all the students and teachers on virtual education platforms irrespective of their university affiliations.

effectiveness of online Mathematics learning

“…This finding concurs with Phoong and colleagues (2020), who stated that virtual learning might not be effective due to several factors. Also, evaluations during virtual learning were inaccurate where a refined policy regarding the implementation of virtual learning is needed (Kabir, 2020;Martín et al, 2021). The findings of this study follow research by Aluja-Banet and colleagues (2019), who stated that student learning motivation during the Covid-19 pandemic was low.…”

Faculty willingness for continuing online teaching-post COVID-19 pandemic in Pakistan

“…The current study indicated that majority of the participants were willing to continue online education post-COVID-19 which is in line with other studies. 10,11 A study reported that the involvement and readiness of young teachers was more associated with a positive elearning readiness. 12 However, others suggested that faculty had to adjust course assignments and requirements to accommodate students' potential inequitable access to online learning necessities, like internet access, device access, a safe place to learn, etc., and there were some technical issues as well, like online class access, audio and video speed, and class material downloading.…”

La docencia híbrida como herramienta en el ámbito universitario frente a la Covid-19. ¿Se está aplicando de forma adecuada?

“…Las Tecnologías de la Información y las Comunicaciones (TIC) permiten desarrollar la enseñanza sin que los estudiantes tegan la necesidad de realizar desplazamientos (Kaewsaiha y Chanchalor, 2020), lo que las convierte en herramientas útiles para transformar la docencia en situaciones de crisis que no permitan o limiten la movilidad. Sin embargo, no basta con la posesión de unas herramientas tecnológicas adecuadas.…”