Teachers’ Perceptions of Online Teaching Do Not Differ across Disciplines: A Survey

Jiang, Yanyun; Ruan, Xiaomeng; Feng, Zirong; Jiang, Peijie

doi:10.3390/su15043569

Cited by 4 publications

(2 citation statements)

References 50 publications

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“…Assuring the effectiveness and quality of online instruction has grown in importance as a study area. The quality of teaching and learning is strongly impacted by how teachers see online instruction (Jiang et al, 2023). This study used a convergent mixed research technique that combines quantitative and qualitative methodologies to examine instructors' opinions of online teaching and learning in several disciplines.…”

Section: Discussionmentioning

confidence: 99%

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

O Alenezi

2024

JITE:Research

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Aim/Purpose: This study evaluated the e-learning experience of Saudi K-12 teachers during the COVID-19 pandemic. More specifically, it explored their perceptions of e-learning. It also investigated the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media used by teachers for communicating with students in e-learning during the pandemic. Furthermore, it identified the weaknesses of e-learning as perceived by the teachers. Background: The education sector has been severely impacted by the coronavirus disease (COVID-19) epidemic that has spread globally. The lockdown has damaging effects on the educational system as well, notably in Asia. Traditional classroom education has quickly changed to online instruction as a result of the extended closure of schools and institutions. Methodology: The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis in this exploratory study. A cohort of 426 randomly selected K-12 teachers completed an electronic questionnaire in the second semester of the 2021 school year. Contribution: The study revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. The teachers reported favorable perceptions of e-learning and used teaching approaches and strategies aligned with e-learning. Findings: The results revealed that the teachers’ perceptions of e-learning were positive. However, substantial differences in e-learning perceptions in some variables were found, e.g., experience using the Internet and computer applications. However, no significant differences by sex were found. The results also revealed the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media for communicating with students, which were used more frequently by the teachers in e-learning during the pandemic. Recommendations for Practitioners: The findings of this study would persuade educational institutions and policymakers to improve the quality of online teaching with the most up-to-date teaching methods, along with government support for bettering basic infrastructure and Internet connectivity, bridging the digital divide, and developing rural areas to make e-learning more successful and well-liked throughout the nation. Recommendation for Researchers: This new discovery prompts aspiring researchers to explore teachers’ perceptions of e-learning. Researchers would find this work important because the results revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. Impact on Society: Because of the impact of e-learning during COVID-19, schools and society should not discard it. This can improve the e-learning experience for both teachers and students. Online-based and classroom-based education modes have advantages, and combining both methods is appropriate to benefit from these advantages. Future Research: Future work will need to be more detailed, including either qualitative or investigations. Further, more research can investigate instructors’ discernments alongside students’ and parents’ insights toward virtual classes.

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Section: Discussionmentioning

confidence: 99%

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

O Alenezi

2024

JITE:Research

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“…For scholars in the field of college students' learning psychology in the context of COVID-19, in addition to the traditional questionnaire survey method, psychological experiments could also be used to evaluate the effectiveness of a positive psychological intervention [6,51]. In addition to students, teachers' psychological distress in the context of the COVID-19 pandemic is also a topic worthy of attention [52,53].…”

Section: Future Research Directionmentioning

confidence: 99%

International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19

Liu

2023

Sustainability

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The COVID-19 pandemic has had a significant impact on college education. College students have faced great difficulties in terms of learning and living during the lockdown period, which has brought many negative psychological effects. To explore the psychological states of college students learning during the COVID-19 pandemic and the reasons for these states, this study used CiteSpace to analyze 105 articles on WoS about college students’ learning psychology, and the results of this analysis were combined with an interpretation of the literature to summarize the research hotspots, development trends, learning psychology types, and reasons in this field. The main findings were as follows: (1) During the COVID-19 pandemic, the psychological state of learning college students mainly included academic burnout, learning anxiety, and learning pressure. (2) Academic burnout was affected by perceived usefulness and self-control and was manifested as not accepting online teaching and truancy. (3) Learning anxiety was affected by emotional support factors and was manifested as loneliness, anxiety about lockdown management, and fear of infection. (4) Learning pressure was affected by perceived ease-of-use, environmental support, and self-efficacy and was manifested by difficulties completing online learning tasks, academic performance, and future career uncertainty. Given the above findings, this study proposes corresponding teaching improvement measures from the perspective of the sustainability of the teaching methods of teachers and students’ continuous learning, providing teaching references for schools and teachers, and psychological support for students.

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Faculty perception of online education: considerations for the post-pandemic world

Ahmed,

Anane,

Alzaatreh

et al. 2023

Front. Educ.

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In the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with students’ perceptions. The study involves semi-structured interviews with 15 faculty members at a renowned university to gain insights into their online teaching experiences during the pandemic. Additionally, 51 faculty members participated in a survey using the Relative Importance Index (RII) method to determine the most significant practices impacting online delivery. The results indicate that the most concerning factor for faculty during online delivery is facilitating students’ engagement and interactions in class, with an RII of 0.94. Controlling academic dishonesty during assessments receives a relatively lower concern with an RII of 0.67. Making lectures interactive is identified as the most challenging practice for faculty. Comparing the findings with students’ perceptions based on previous studies, both groups emphasize the significance of effective communication, interaction, and the use of technology. Faculty prioritize the delivery and organization of lectures, while students focus on engagement and interactive elements. Faculty value organization and relevance in assignments, while students emphasize instructor qualities and responsiveness.

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Teachers’ Perceptions of Online Teaching Do Not Differ across Disciplines: A Survey

Cited by 4 publications

References 50 publications

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19

Faculty perception of online education: considerations for the post-pandemic world

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