Gender Differences in Teachers' Readiness DOI Open Access
Ronny Scherer, Fazilat Siddiq, Jo Tondeur

et al.

Published: July 18, 2022

During the last years, “Great Online Transition” has brought to light large variation in teachers’ readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences OTL as a source this variation. Currently, field OTL, better evidence is needed understand associated dimensions effects on experiences perceptions readiness, provide support professional opportunities transitioning blended practice. To such evidence, first evaluated measurement bias measures found strong invariance. Second, quantified levels: Women reported higher cognitive activation practices (d = +0.15); men self-efficacy technological content knowledge -0.20). These were small, varied across constructs, due gap experience. Third, construct associations involving perceived institutional weaker women. improve quality, robustness, validity respective argue that studying divides needs consider bias, experience, associations.

Language: Английский

Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences DOI Creative Commons
Κλεοπάτρα Νικολοπούλου

Journal of Digital Educational Technology, Journal Year: 2022, Volume and Issue: 2(2), P. ep2206 - ep2206

Published: Aug. 19, 2022

Although there is a growing number of studies with regard to the forced transition online education during COVID-19 pandemic, fewer students’ perceptions on different modes or comparison among these. The purpose this study was investigate university opinions and preferences regarding face-to-face, hybrid education, soon after their return traditional face-to-face classes. participants were 24 Greek students data collected via semi-structured interviews. Perceived benefits include immediacy teachers, socialization, interactions, as well active participation, while major perceived disadvantage demanding timetable. time space flexibility, followed by familiarity digital technology, negative technical problems loss practical Positive about are often linked combining education. Students’ for future highlight both Implications practices-policies, recommendations adoption hybrid-blended discussed.

Language: Английский

Citations

53
Mobile learning-technology barriers in school education: teachers’ views DOI
Κλεοπάτρα Νικολοπούλου,

Vasilis Gialamas,

Konstantinos Lavidas

et al.

Technology Pedagogy and Education, Journal Year: 2022, Volume and Issue: 32(1), P. 29 - 44

Published: Sept. 21, 2022

Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers' perceived technology-learning barriers. This study investigated Greek perceptions barriers to using technology in school classrooms. A 28-item questionnaire was administered 557 teachers six barrier-factors were extracted: 'lack resources', support', time', teacher confidence', 'class conditions' 'concerns about students'. The a valid reliable tool for investigation various dimensions Gender, level, age ICT training had but small effects specific barrier-factors. order importance similar users non-users ('lack 'support' conditions') independently type device used class. 'Concerns students' identified as major barrier only by non-users. Implications educational policy professional are discussed.

Language: Английский

Citations

32
Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? DOI Creative Commons
Ronny Scherer, Fazilat Siddiq, Sarah Howard

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 199, P. 104774 - 104774

Published: March 4, 2023

During the last years, "Great Online Transition" has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences OTL as a source this variation. Currently, field OTL, better evidence is needed understand associated dimensions effects on experiences perceptions readiness, provide support professional opportunities transitioning blended practice. To such evidence, first evaluated measurement bias measures found strong invariance. Second, quantified levels: Women reported higher cognitive activation practices (d = +0.15); men self-efficacy technological content knowledge −0.20). These were small, varied across constructs, due gap experience. Third, construct associations involving perceived institutional weaker women. improve quality, robustness, validity respective argue that studying divides needs consider bias, experience, associations.

Language: Английский

Citations

14
Sustainable Education and Digitalization through the Prism of the COVID-19 Pandemic DOI Open Access
Larisa Gorina, Marina Gordova, I. V. Khristoforova

et al.

Sustainability, Journal Year: 2023, Volume and Issue: 15(8), P. 6846 - 6846

Published: April 18, 2023

Our paper discusses how sustainable education has evolved at higher institutions (HEIs) during the COVID-19 pandemic by embracing digitalization and novel technologies. In addition, it describes innovative methods for integrating technology into professional after pandemic. We evaluate global practices fundamental changes in sphere of education, particularly regarding digitalization. The aims describing challenges faced adopting digitalization, as well opportunities growth innovation that have arisen due to include empirical model, which assesses acceptance usage digital technologies promoting university professors academic researchers four major Russian cities (Moscow, Krasnodar, Kazan, Saint Petersburg) results model reveal significance implementing sustainability classroom, could bring positive outcomes both students teachers. study provides a valuable resource educators seeking techniques, models, practical advice overcome obstacles teaching digitally connected learning environment Russia beyond. Specifically, we propose primary focus digitalizing should be on teachers instructors who are enthusiastic about leveraging familiar with It appears capable transforming economic development.

Language: Английский

Citations

13
Factors Affecting Food Consumers’ Behavior during COVID-19 in Romania DOI Creative Commons
Iulia Mureşan,

Rezhen Harun,

Anca Monica Brata

et al.

Foods, Journal Year: 2022, Volume and Issue: 11(15), P. 2275 - 2275

Published: July 29, 2022

Crisis periods such as the COVID-19 pandemic may reshape consumers' behavior and challenge all food chain actors on how to assure better respond needs wants. This study aimed reveal main concerns of consumers related consumption during identify factors that influence their behavior. An online survey was performed among 859 Romanian consumers. The Principal Component Analysis revealed five factors: ecofriendly, socio-economic aspects, waste, plant-based food, easily accessible which affected pandemic. It noticed females tended be more preoccupied with aspects waste components, compared males. At same time, older people were concerned about health concerns, younger group, differences being statistically significant. These insights provide information crucial shape crisis periods.

Language: Английский

Citations

20
Supporting teachers in higher education: design of an institutional programme from a socio-technical perspective DOI

Nidia Guadalupe López Flores,

María Óskarsdóttir, Anna Sigríður Íslind

et al.

Journal of Workplace Learning, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 20, 2025

Purpose The acceleration of technology adoption in higher education, prompted by the global shift to online teaching during COVID-19 pandemic, called for responsive programmes address pedagogical challenges. This paper aims present design process and initial an institutional programme created support instructors providing educational resources hybrid undergraduate courses at Reykjavik University. Design/methodology/approach By adopting a socio-technical perspective, encompasses teacher digital platform use. Additionally, aimed enhance student experience increasing course consistency facilitating data collection future research on learning analytics. Findings findings demonstrate programme’s successful adoption, effectively strengthening teachers’ practices. Key contributions include teacher-centric perspective challenges conceptualisation informed experiences pandemic. Originality/value provides valuable insights teachers, administrators researchers developing similar initiatives effective professional development faculty environments.

Language: Английский

Citations

0
A Systematic Review of the Research Topics in Online Learning During COVID-19: Documenting the Sudden Shift DOI Creative Commons
Min Young Doo, Meina Zhu, Curtis J. Bonk

et al.

Online Learning, Journal Year: 2023, Volume and Issue: 27(1)

Published: March 1, 2023

Since most schools and learners had no choice but to learn online during the pandemic, learning became mainstream mode rather than a substitute for traditional face-to-face learning. Given this enormous change in learning, we conducted systematic review of 191 recent studies published COVID-19 era. The results indicated that themes regarding “courses instructors” popular whereas research has focused on “learners” pre-COVID-19. Notably, topics “course technology” received more attention prior COVID-19. We found “engagement” remained common theme even after pandemic. New included parents, technology acceptance or adoption learners’ instructors’ perceptions

Language: Английский

Citations

8
The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review DOI Open Access
Γεώργιος Λαμπρόπουλος, Wilfried Admiraal

International Journal on Studies in Education, Journal Year: 2023, Volume and Issue: 5(4), P. 348 - 440

Published: June 27, 2023

The study aims to provide a cohesive overview and summary of the COVID-19 pandemic impact on primary education, secondary K-12 education through an extensive literature review. review focused global educational stakeholders’ perspectives, attitudes, sentiments, opinions, experiences. This includes analyzes 205 articles published from January 2020 December 2022. scientific databases SCOPUS Web Science were used. Specifically, 15 research questions be addressed methodology are presented. An in-depth synthesis related studies is provided based level type. results data extracted (e.g., main findings, aims, focus group, method, sample, measurement-research tools, etc.) examined. findings summarized, discussed, compared those previous about online learning prior pandemic. Conclusive statements, implications, future directions also provided.

Language: Английский

Citations

7
Physical Education Teachers' Attitudes Towards Stimulating Higher Order Thinking Skills in Elementary School Students: Differences in Certified and Non-Certified Teachers DOI Creative Commons
Sefri Hardiansyah, Nurlan Kusmaedi‪, Amung Ma’mun

et al.

Retos, Journal Year: 2024, Volume and Issue: 54, P. 857 - 866

Published: April 4, 2024

Elementary school-age children have started thinking logically and rationally; therefore, they need to be stimulated think in a higher order. Higher-order skills (HOTS) can help students critically creatively, solve problems find solutions. Therefore, physical education teachers must participate stimulating students' HOTS. This research aims determine differences teachers' attitudes (certified non-certified) based on gender, age length of service toward HOTS stimulation students. The method used this is comparative. sample consisted certified non-certified who taught elementary schools West Sumatra province, Indonesia, with 105 people (male = 77 female 28) aged 23-59 years. They were selected using accidental sampling. instrument measure higher-order uses Likert scale questionnaire consisting 16 items. Data analysis was carried out the Mann-Whitney U Test Kruskal-Wallis H. results study showed that obtained p-value < .05, while comparisons work experience had p-value> .05. So it concluded towards are significantly different, their not different. Keywords: Stimulating Skills, HOTS, 21st-century learning,

Language: Английский

Citations

2
Motives and barriers in Emergency Remote Teaching: insights from the Greek experience DOI Creative Commons
Stefanos Nikiforos, Eleftheria Anastasopoulou,

Athina Pappa

et al.

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: Dec. 20, 2024

During the COVID-19 pandemic traditional teaching and learning methods were disrupted. Teachers offered option of remote teaching, either synchronously or asynchronously. A research study was conducted to capture experiences teachers in Greece during this transition, aiming investigate their motivation for implementing Emergency Remote Teaching (ERT) not. Results indicated that teachers' motives highly influenced by (i) fear administrative penalties, (ii) internal commitment themselves students (iii) pedagogical reasons. Furthermore, certain personal characteristics teachers, such as gender, age, years employment status, also vital factors ERT implementation. However, technical difficulties, lack infrastructure interest primary reasons not at all. Findings offer valuable suggestions policy makers researchers, they provide insight a significant sample 1,120 crisis.

Language: Английский

Citations

2