Measuring Teachers-As-Learners’ Digital Skills and Readiness to Study Online for Successful e-Learning Experience

Abstract

Previous studies have analysed the need to measure learners’ readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners’ readiness to study online in Latvia. The aim of the study was to assess Latvian teachers’ readiness to study online with focus on the differences of respondents’ socio-demographic or professional characteristics. 1092 teachers from 100 schools filled in the self-evaluation survey form online. Statistically significant differences were found in all subscales of the survey. Differences in digital skills and in readiness to study online were found at all education levels by respondents’ gender, age group or place of living. Younger respondents, males or city inhabitants showed higher rates. E-learning course should be customized, taking into account learners’ socio-demographic parameters and online learning readiness rate.

Teachers’ Professional Development Needs: A Q Method Analysis

“…Learning experiences of teachers are generally influenced by their previous experiences of learning at school, university, digital learning, and informal learning. For sustainability of lifelong learning, teachers logically need to create a combination of innovation and what they have learned earlier (MirÌe, Cakula, & Tzivian, 2019;Iliko, 2016;SalÓte, 2008;Heasly et al, 2020).…”

Pengembangan Kompetensi Asn Di Era New Normal: Quo Vadis Widyaiswara?

“…Menurut (Alea et al, 2020) dalam merespon perubahan terkait dengan pandemi Covid 19 di Philipina, terdapat beberapa hal yang membedakan tingkat kesiapan seorang pengajar dalam melakukan fasilitasi pembelajaran daring yaitu pengalaman mengajar dan kepakaran dalam konten pembelajaran serta lokasi geografis pengajar tersebut. Sebelumnya (Mirķe et al, 2019) melakukan penelitian terkait penguasaan keterampilan digital yang menunjukkan bahwa para pengajar dengan usia lebih muda, berjenis kelamin laki-laki dan tinggal di wilayah perkotaan cenderung lebih menguasai keterampilan digital ketika belajar secara online.…”

Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy

“…For the sustainability of education, teacher development is the main point. It is essential to encourage the teacher both knowledge, skills, and readiness of the teacher-as-learner (Mirke, Cakula, & Tzivian, 2019). Therefore, classroom action research is one of the critical development methods of teaching and teacher professional (Kemmis & McTaggart, 2000;Rutherford & Lovorn, 2018;Impedovo & Ferreirs-Meyers, 2019;Pipere, Veisson, & SalÓte, 2015;Fedosejeva, BoËe, Romanova, Ivanova, & Iliko, 2018;Heasly, Lindner, Iliko, & SalÓte, 2020).…”