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.
Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia,
Journal Year:
2024,
Volume and Issue:
69(1), P. 81 - 96
Published: July 1, 2024
"The
current
article
aims
to
investigate
learners’
post-pandemic
attitude
towards
digital
learning
in
Higher
Education
with
a
specific
focus
on
group
of
undergraduate
Law
students
at
Babes-Bolyai
University
from
Cluj-Napoca,
Romania.
To
achieve
its
purpose,
the
focuses
answering
two
research
questions:
Do
post
pandemic
recognize
benefits
learning?
Is
e-learning
currently
reasonable
choice
for
them?
The
is
designed
as
an
exploratory
case
study
that
uses
three
data
collection
tools:
questionnaire,
interview,
and
classroom
observation
protocol.
links
information
literature
related
use
during
results
revealed
by
collected
study.
suggest
steady
trend
growing
acceptance
rate
targeted
student
population
lower
approval
e-learning.
Keywords:
higher
education,
learning,
online
pandemic,
good
teaching
practices."
The International Arab Journal of Information Technology,
Journal Year:
2023,
Volume and Issue:
20(3A)
Published: Jan. 1, 2023
The
aim
of
this
research
work
is
to
study
the
issues
and
challenges
that
Al
al-Bayt
University
faculty
members
faced
in
transition
from
face-to-face
learning
online
during
COVID-19
pandemic,
highlight
successful
strategies
adopted.
These
are
identified
using
question
solution-based
analysis
covering
several
include
procedures
mechanisms
adopted
for
rapid
learning,
environment
used,
impact
on
members,
courses’
content
students,
impacts
it
had
teaching
scientific
research.
provide
many
practical
methods
leaders
follow
future
learning.
In
addition,
results
expected
with
a
clear
insightful
view
how
successfully
integrate
traditional
into
blended
approach.
Advances in educational technologies and instructional design book series,
Journal Year:
2023,
Volume and Issue:
unknown, P. 176 - 201
Published: June 29, 2023
The
authors
present
United
States
high
school
personnel
perspectives
on
providing
social
support
and
academic
instruction
through
a
comprehensive
distance
learning
(CDL)
model
during
the
COVID-19
pandemic.
They
use
grounded
theory
methods
to
analyze
focus
group
data
an
iterative
coding
process
assess
convergence
divergence
of
data.
Results
highlight
magnified
disparities
in
students'
access
distance-learning,
impacts
teachers'
various
technological
connection
strategies,
ongoing
integration
restorative
practices,
motivation,
challenges
with
key
components
instructional
effectiveness,
benefits
balancing
supports.
provide
recommendations
for
promoting
equitable
student
engagement
motivation
by
tailoring
content
lived
experiences,
re-evaluating
assessment,
integrating
social-emotional
supports
at
level.
European Journal of Engineering and Technology Research,
Journal Year:
2023,
Volume and Issue:
unknown, P. 53 - 60
Published: Dec. 29, 2023
This
research
delves
into
the
experiences
of
primary
school
directors
during
abrupt
transition
to
Emergency
Remote
Teaching
(ERT)
due
Covid-19
pandemic.
Through
semi-structured
interviews,
organization
and
implementation
online
classes,
associated
challenges,
potential
improvements
were
scrutinized.
Findings
underscored
a
lack
preparedness,
yet
acknowledged
ERT
as
vital
tool
crisis.
Recommendations
included
improvement
technological
support,
designing
well-planned
strategy,
creating
appropriate
teaching
content,
comprehensive
staff
training,
tailoring
educational
content
fit
students’
learning
styles
or
special
needs.
A
Linguistic
Text
Analysis
approach,
employing
word
clouds,
treemaps,
sentiment
analysis
charts
graphically
depict
complex
patterns
in
data,
enriched
our
understanding
transition,
shedding
light
on
subtler
nuances
insights.
study
contributes
valuable
knowledge,
offering
roadmap
for
future
development
robust,
flexible,
inclusive
policies
practices,
particularly
crisis
situations.
The
dataset
is
an
invaluable
asset
policymakers,
providing
critical
insights
highlighting
challenges
opportunities
that
arise.
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.
