Virtual Teaching as the 'New Norm’: Analyzing Science Teachers’ Attitude toward Online Teaching, Technological Competence and Access

Rama, Jesha May de la; Sabases, Matthew; Antonion, Abigail F.; Ricohermoso, Criselda; Torres, Joel Mayo; Devanadera, Aprillette C.; Tulio, Cristine; Alieto, Ericson

doi:10.2139/ssrn.3654236

Cited by 17 publications

(13 citation statements)

References 22 publications

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“…Moreover, there is another interesting finding put in place by De La Rama et al [41], who affirm that male teachers could have more chances in getting the know-how of using technological devices and online applications and could be more inclined to solve internet connection issues than their female colleagues because they are much more preoccupied to invest in such didactic prerequisites.…”

Section: Hypothesis 1 (H1)mentioning

confidence: 97%

Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania

et al. 2022

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Telecommuting in education field, enforced by Romanian Government measures as policy responses to COVID-19 pandemic, has had a tremendous effect both on teaching professionals and on students. This paper investigates the first group, namely the teachers and their perception of online education versus students’ academic performance during distance learning, with a particular focus on the negative factors impacting educational activities: objective ones, such as the limits of technology, and personal subjective ones, as in the phenomenon of negative affect. The study is based on quantitative research that assesses the relationship between personal subjective factors (skills, affect, difficulties in adapting, level of preparedness, professional satisfaction) and technological objective factors (inadequate electronic devices, faulty internet services), with a view to establishing if online education is genuinely sustainable as a valid educational system in the long run. 881 teachers from Romania were subjected to reflect on the effectiveness of online education during the pandemic, resulting in a correlational study with some interesting conclusions and directions highlighted as characteristic for a sustainable educational program. All in all, it can be concluded that when teachers become experienced in online teaching, the efficiency of online teaching is set to improve and when improvement happens, online teaching becomes sustainable as a proper method of training via online-facilitated means of communication.

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Section: Hypothesis 1 (H1)mentioning

confidence: 97%

Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania

et al. 2022

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“…The inaccessibility to technology is unfavorable when building a positive atmosphere for virtual instruction, regardless of a positive standpoint. 28 Required software and durable internet access must be provided by the university administration, for universities to continually upgrade the necessary technical tools and also for user-friendly learning platform. 29 The most agreed-upon response of this survey was that the lack of face-to-face interaction of the instructor with the learner and the apprehensions toward online evaluation and assessment.…”

Section: Discussionmentioning

confidence: 99%

Adaptation from Conventional to Virtual Teaching Practices during COVID-19 Emergence: Perceptions of Multidisciplinary Teaching Faculty of Pakistan

Hani

Ansari

Khan

et al. 2022

European Journal of General Dentistry

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Objectives The perceptions maintained by the teaching profession have a plausible influence on the effectiveness of online teaching practices, but they have not been well comprehended in many institutions in Pakistan. This study is the first to demonstrate how different academic disciplines address the challenges and opportunities regarding online teaching during coronavirus disease 2019 (COVID-19) and whether there exists a strong correlation between respondents' attitudes and their field of discipline. Materials and Methods A multi-centric cross-sectional survey was conducted online, and data gathered from the online survey were analyzed using SPSS version 16, demographic and categorical data were analyzed in frequencies and percentages. A relationship between the attitudes of teachers with their areas of discipline and a difference in response between genders and age groups were analyzed using a chi-square test. Results The findings of our study provide valuable understandings that most of the higher education faculty felt positively (64.1%) regarding the online mode of teaching. However, their perceived attitudes have a significant influence on the nature of their academic discipline. Conclusion These findings provide relevant suggestions to the core aspects of the use of the e-learning system during the COVID-19 pandemic to foster positive teaching experiences. The administrations and institutions can use it to identify the e-learning constraints within multiple fields of profession and help instructors generate quality materials that will reshape the framework of online education and preserve the practice of blended teaching even after the pandemic.

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“…There was a significant difference regarding field variables in favour of the Science field in the total Academicians' Digitisation Scale scores. This situation can be because there are courses with more technological applications in the field of science (Ayyildiz, Yilmaz & Baltaci, 2021), and experiments and activities are taught with the support of technology (De la Rama et al, 2020). Uğur and Turan (2018) underline that distance education should be continued with a scientific approach, and in this context, academicians' scientific skills should be increased to adapt to technology better.…”

Section: Discussionmentioning

confidence: 99%

Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables

Karakuş

2022

European Journal of Open, Distance and E-Learning

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This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.

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Virtual Teaching as the 'New Norm’: Analyzing Science Teachers’ Attitude toward Online Teaching, Technological Competence and Access

Cited by 17 publications

References 22 publications

Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania

Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania

Adaptation from Conventional to Virtual Teaching Practices during COVID-19 Emergence: Perceptions of Multidisciplinary Teaching Faculty of Pakistan

Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables

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