Pre-service Teachers’ Readiness for Emergency Remote Learning in the Wake of COVID-19

Dorsah, Philip

doi:10.20897/ejsteme/9557

Cited by 35 publications

(29 citation statements)

References 33 publications

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“…Amongst the readiness competences in this study, the students recorded high confidence in self-directed learning and low confidence in computer, internet, and online communication self-efficacy. This finding is similar to that of Dorsah, in which pre-service student teachers from Gambaga College of Education in Ghana recorded high means in self-directed learning and low means in computer, internet, and online self-efficacy [20]. The self-directed learning attribute was mostly reflected by students' reports of being disciplined, organized, and adept at taking responsibility for their own learning, which gave them the confidence to pursue their own learning in an online environment.…”

Section: Discussionsupporting

confidence: 86%

“…This is not a surprise finding as some students might have been overwhelmed by the technical skills so as not to perceive technical support, or the instructors may not have demonstrated technical expertise themselves, leading to anxiety in the students [30]. To improve the readiness in the institutional support subscale, Dorsah advises students to seek peer and instructor assistance whenever facing problems online [20]. Current research in this area is limited, and this study was the first at the two institutions to explore the support the instructors and peers give to online students that promoted their readiness to learn online.…”

Section: Discussionmentioning

confidence: 99%

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Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda

Sebuliba¹

2021

TIJNR

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The global call to improve the quality of healthcare, and the restructuring of job descriptions require nurses to return to school to attain the necessary qualifications. Some nursing degree completing programs available in Uganda provide blended learning which combines the traditional classroom and online learning. However, learning online requires students to be equipped with readiness competences which include computer/internet and online communication self-efficacy, self-directed learning, time management, study habits, and institutional support from peers and instructors. This quantitative arm of the study explored the self-efficacy of the readiness competences of the 226 nursing students in the degree completion programs and the predictors of readiness to learn online. Descriptive and inferential statistics were used to analyze the data. Slightly over half of the students (58%) were ready to learn online. The finding indicates a moderate level of readiness where to attain readiness category required at least 76% of the students to be ready to learn online. The students reported a high level of readiness in self-directed learning, time management, study habits, and institutional support but lower readiness levels in online communication and computer/internet self-efficacy. All competences were significantly correlated and predicted readiness, suggesting their interdependence in contributing to readiness to learn online. Computer and online communication self-efficacy were the strongest predictors of readiness to learn online, whereas self-directed learning and institutional support were the weakest. The Readiness to Learn Online Model (RLOM) predicted 88% of the readiness and therefore presumed to be very good in assessing online learning readiness. The findings necessitate the institutions to assess students before they enter the online programs and to provide resources, training and continuously persuade them to improve their self-efficacy.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda

Sebuliba¹

2021

TIJNR

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“…This was also their first teaching experience in real setting. Dorsah (2021) states that pre-service teachers need to be ready in teaching online in emergency setting due to Covid-19 pandemic. This was also supported by Buzdar et al, (2016) who stated that preparation is the most vital element of carrying out online instructions.…”

Section: Findings and Discussionmentioning

confidence: 99%

EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic

Dewi

2021

TATEFL

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As teacher candidate, students majoring in English Education is required to take a teaching practice in real classroom setting. However, due to Covid-19 pandemic, the scheme of teaching practice is changed to online setting. The current study investigated pre-service teachers’ perception of their readiness in teaching English online. This study was a qualitative study followed by five English teacher candidate. The data were collected using interview guide and were analyzed using thematic analysis. It was found that the pre-service teachers were already familiar with the use technology for teaching such as google classroom, Schoology, and Zoom. They mentioned that in terms of pedagogy, they are still uncertain about their readiness because of their lack experience. The study highlighted that the role of supervision in really importance in enhancing pre-service teachers’ competencies.

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“…Many researchers have attempted to assess readiness factors that influence online learning performance by either confirming an existing model or expanding it with additional components (Dorsah, 2021;Zou et al, 2021). For example, Hung (2016) identified four teachers-as-learners' factors, including communication selfefficacy, institutional support, self-directed learning, and learning-transfer selfefficacy.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Factors Influencing Elementary Teachers’ Readiness in Delivering Sex Education amidst Covid-19 pandemic

2022

IJLTER

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The emergence of variants of Covid-19, the persistence of lockdowns in many countries, and the necessity to maintain sustainable education have resulted in a shift from the traditional classroom to virtual space. As such, there is a strong need to leverage technological advances while mitigating the challenges faced by primary teachers. Through the incorporation of eight elements, the authors sought to better understand factors that influence teacher readiness to deliver sex education in primary schools. Structural Equation Modeling was employed to assess the proposed conceptual model. The online survey was designed and distributed by Google Forms. Based on the results from 383 individuals, the findings revealed that facilitating conditions, educational policy, and parental involvement all had a relationship with teacher readiness. Digital content positively influenced performance expectancy and effort expectancy. Sexual knowledge had a statistically significant and positive influence on effort expectancy. Finally, openness had a statistically significant and positive influence on performance expectancy. The significant exceptions were that effort expectancy was not found to predict teacher readiness, and performance expectancy was not found to influence teacher readiness. The reasons for these non-significant correlations were briefly discussed and more studies on this topic are called to investigate these unexpected outcomes in more detail. The level of readiness, as well as theoretical and practical implications for scholars and practitioners, were discussed.

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Pre-service Teachers’ Readiness for Emergency Remote Learning in the Wake of COVID-19

Cited by 35 publications

References 33 publications

Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda

Degree Completion Nursing Students Readiness to Learn in the Online Environment in Uganda

EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic

Factors Influencing Elementary Teachers’ Readiness in Delivering Sex Education amidst Covid-19 pandemic

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