Online Learning Readiness, Phubbing and Sofalizing Levels of Pre-Service Teachers amidst Pandemic

Abstract

With the effect of the pandemic, online learning has gained importance. In addition, due to restrictions, individuals’ behavior with digital tools has begun to change. Thus, the present study examines online learning readiness, phubbing, and sofalizing behavior in pre-service teachers and the correlations between these variables in a completely online instruction environment. A correlational design was adopted in the study. The study was carried out with 130 pre-service teachers. The data were collected with the E-Learning Readiness Scale for College Students, the Generic Scale of Phubbing, the Generic Scale of Being Phubbed, and the Sofalizing Scale. The data collection process was conducted at the end of the 2020-2021 academic year fall semester. The study findings demonstrated that the readiness of pre-service teachers for online learning readiness was high. However, the findings for phubbing, being phubbed, and sofalizing scales were inversely low. There were no differences between the variables based on gender. There was a difference only in being phubbed scores based on department. In the study, a significant correlation was found between phubbing, being phubbed and sofalizing. However, no correlation was determined between these variables and online learning readiness. It was suggested that the study findings could contribute to future research on online learning readiness, phubbing, and sofalizing variables.

The Impact of ICT Instruction on Online Learning Readiness of Pre-Service Teachers

“…The study findings showed that the overall OLR of pre-service teachers improved. This finding was consistent with the literature (Chung et al, 2020;Hung et al, 2010;İlic, 2021b;Yurdugül & Demir, 2017). It could be suggested that ICT skills improved due to the required online learning environment and the Information Technologies Course.…”

“…In the study, it was determined that OLR did not differ based on gender. This finding was in line with the findings reported in several studies (Atkinson & Blankenship, 2009;Chung et al, 2020;İlic, 2021b;Masters & Oberpriles, 2004). At the beginning of the term, the OLR of males was better; however, OLR scores of the females were higher at the end of the semester.…”

Ters-yüz Sınıf Yaklaşımda Çevrimiçi Öğrenme Hazır Bulunuşluğu: Pandemi Dönemi ve Sonrası

“…The findings demonstrated that the OLR levels of the participants did not change with the adoption of blended education. This finding was inconsistent with the findings in the literature (Chung, Subramaniam, & Dass, 2020;Martin, Stamper, & Flowers, 2020;Çiğdem & Özkan, 2022;İlic, 2021b;Magogwe et al, Studies investigating the online satisfaction levels of the participants could be conducted in addition to OLR.…”

“…There was no study that examined the variables in the process, which was carried out entirely with distance education during the pandemic and then as a blended. These conditions and the need for studies investigating OLR levels (Ates-Cobanoglu & Cobanoglu, 2021;Yu, 2018), especially the need for longitudinal studies (İlic, 2021b;Tang et al, 2021), show the lack of literature. Thus, the current study aimed to examine the OLR situations of the learners in purely distance and blended learning environments where the flipped classroom is used.…”