Teacher readiness for online teaching-learning during COVID − 19 outbreak: a study of Indian institutions of higher education

Abstract

Purpose Coronavirus (COVID-19) outbreak has utterly disrupted the worldwide education system and compelled an emergency immersion of unplanned and rapid online teaching-learning. The online teaching readiness would highly depend on the competencies of teachers and skills to adapt the pedagogy and new roles by the teachers. In this context, this study aims to assess higher education institutions (HEIs) teachers’ readiness to handle online education based on the online teaching readiness competencies model. Design/methodology/approach A structured questionnaire has been adopted to survey and collect data from 296 teachers of HEIs across India. The questionnaire consisted of 29 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step first-order confirmatory factor analysis (CFA) is carried out, by using the software IBM AMOS-26. The initial model is generated for five constructs and outcomes are used to analyze the model’s goodness of fit and construct validity. In the second step structural equation modeling (SEM) is carried out to do the path analysis of the proposed model. Findings The findings connote that the level of course design competencies, communication competencies, time management competencies are not sufficient among the teachers of HEI of India, whereas the technical competencies possessed by the teachers meet the requirements for readiness to handle online education. The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Practical implications The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Originality/value Teachers’ competencies are a vital part of teaching online which has become the need of the hour in this COVID-19 outbreak. Because of the need for emergency response and strategies to minimize learning disruption at higher education, the study identifies the online teaching readiness competencies possessed by the online teaching communities and provides guidelines to enhance their capacity to build up the longer-term resilience of education systems. The study will be a ready reckoner for online training competencies which can be used as training need analysis to make each teacher highly competent to impart knowledge using online teaching platforms.

Online Teaching Readiness, Challenges and Satisfaction as Perceived by Nursing Faculty Members during COVID -19 Pandemics

“…Online readiness can be defined as the ability to see opportunities that allow for the utilization of electronic resources such as the internet. E-readiness is one of the important elements to be emphasized in the design and organization of elearning so that distance education becomes effective and students become successful.Identifying e-readiness allows us to efficiently apply the goals of computer and communication technologies and design comprehensive e-learning strategies (Oducado & Estoque, 2021).The literature review mentions factors that affect readiness, such as attitude, teacher competencies and skills to adapt to pedagogy, new roles, training, and time constraints (Phan &Dang, 2017 andPaliwal &.…”

Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online

“…Designing an online course for the first time takes a longer time as an instructor has to realign the entire course-related tasks according to the online format [ 36 ]. A teacher also spends more time helping the struggling students in addressing their queries and technical difficulties [ 2 ]. Technical competence specific to technology usage shows a teacher’s competence in using a learning management system, software for synchronous and asynchronous modes, ability to troubleshoot the technical issues and help students to use technology [ 36 ].…”

“…As a result, educational institutions around the globe have shifted conventional teaching to online teaching [ 1 ]. The emergency shift from face-to-face education to online education has left unprecedented effects on teachers and students, requiring the immediate attention of researchers and policymakers to introduce and implement an online learning system that enables students to gain essential knowledge and skills [ 2 , 3 , 4 ]. This significant change has posed challenges to medical education that focuses both on knowledge (theory) and skills development (practical orientation) [ 1 ].…”

“…Therefore, TOTR is imperative in implementing online learning and to help the students’ achievement of LO [ 11 , 14 , 20 , 21 ]. The success of an online learning system also depends on the teachers’ competencies and skills to adapt to the online learning environment [ 2 , 10 ]. Thus, this study aims to determine the moderating effect of TOTR on SOLPs and LO.…”

“…In particular, the fourth- and fifth-year medical students are ready to embark on clinical practice. Research has shown that practical orientation is not only identified in teaching content but also in teaching pedagogy [ 2 , 5 , 22 ]. Because of the COVID-19 outbreak, face-to-face classroom teaching is switched to online teaching to ensure the supply of skilled healthcare professionals to cater to the healthcare system’s needs.…”