Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

Zamora-Antuñano, Marco Antonio; Cruz-Pérez, Miguel Ángel; Reséndiz, Hugo Rodríguez; Paredes-García, Wilfrido J.; Díaz, José Alfredo Gaytán

doi:10.3390/su14010195

Cited by 33 publications

(46 citation statements)

References 41 publications

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“…Online higher education refers to a revolutionary solution to different and unequal educational issues [1]. The adoption of online higher education would become beneficial to university education.…”

Section: Online Higher Educationmentioning

confidence: 99%

“…The adoption of online higher education would become beneficial to university education. Furthermore, higher education should fully take the form of online delivery [1]. At the early stage of online higher education, it aimed to offer non-traditional students access to educational opportunities.…”

Section: Online Higher Educationmentioning

confidence: 99%

“…The year 2020 has witnessed the urgent need for online higher education, which was courageous in redesigning education fundamentals [1]. Numerous schools made prompt arrangements for full online provision.…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, online technology drew numerous participants to use the online learning opportunities. These have prompted us to consider online higher education agents [1].…”

Section: Introductionmentioning

confidence: 99%

“…Teachers' digital literacy indicates the ability to use digital resources and virtual learning platforms in the educational environment. Teachers equipped with basic digital literacy will be highly competitive in future online or classroom practice [1]. Overall, as a knowledge transmitter, the teacher plays a significant role in virtual educational settings during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

159

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Section: Online Higher Educationmentioning

confidence: 99%

Section: Online Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, online technology drew numerous participants to use the online learning opportunities. These have prompted us to consider online higher education agents [1].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

159

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Knowledge, attitudes, and practices towards COVID-19 among undergraduates during emergency remote learning

Tan

Wong

Tan

et al. 2022

Discov Soc Sci Health

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Background The coronavirus disease 2019 (COVID-19) pandemic paralyzes the education sector. To minimize the interruption of teaching and learning, most universities in Malaysia shifted to virtual mode during this unprecedented period of the pandemic. With an ever-increasing number of Malaysians fully vaccinated against COVID-19, the education system is expected to switch back to face-to-face mode this year. It is crucial to assess the knowledge, attitudes, and practices (KAP) of COVID-19 among emergency remote learning undergraduates before reverting to physical teaching and learning. Hence, a study was conducted with this aim in mind. Methods A total of 299 Malaysian undergraduates were recruited through a snowball sampling approach. The online questionnaire encompassed three main segments: informed consent, sociodemographic information, and KAP questions on COVID-19. Results The mean scores for knowledge, attitude, and practice were 4.05/6, 11.14/12, and 5.07/7, respectively. The results of the present study showed that year 1 respondents had significantly higher levels (p < 0.05) of KAP scores than year 4 respondents. In addition, the attitude score of science majors respondents was significantly greater (p < 0.05) than those of nonscience majors. The KAP scores showed no significant difference among groups with different sexes, ethnicities, and COVID-19 histories. Partial correlation analysis revealed that the overall knowledge score was positively correlated with attitude (r = 0.193, p = 0.001) and practice (r = 0.343, p < 0.001) scores whereas the total attitude score was positively correlated with the total practice score (r = 0.149, p = 0.010). Conclusion Our current results suggest that COVID-19 workshops, seminars, or training programs for year 4 students could be conducted to enhance their KAP levels.

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The effect of changing from campus-based to digital teaching on student attendance: A case study of Norwegian business students

Haugom

2022

Heliyon

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Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

Cited by 33 publications

References 41 publications

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Knowledge, attitudes, and practices towards COVID-19 among undergraduates during emergency remote learning

The effect of changing from campus-based to digital teaching on student attendance: A case study of Norwegian business students

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