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e-learning readiness - Coggle Diagram

- - - - collecting information about the demographic profile of respondents
      - (2) teachers’ awareness of COVID-19 tailored from the “Coronavirus Disease 2019 Report” (WHO, 2020
      - (3) teachers’ readiness and school preparedness to distance learning education tailored from the “Distance Education Models and Best Practices” (Academy Administration Practice, 2011)
      - 4) challenges in distance learning education during the enhanced community quarantine in the Philippines tailored from the study of Musingafi, Mapuranga, Chiwanza and Zebron, (2015)
  - - - 43% from Luzon
        Mostly female
        mostly teach STEM
    - - mostly aware about pandemic, how it easily spread
        99% said YES to b ready to conduct for distance learning
        only 69% confirmed in affirmative when asked if they prepared to use the printed module as a tool.
        58% were ready to use online module or learning materials from internet
        51% answer in affirmative about how they well equipped
      - the lack of facilities hinder the teacher in offering distance learning ed
    - - there are several basic ed schools that are not equipped the facilities to distance learning
    - - knowledge and skill
      - using sosmed, email, platform
      - managing stress
    - - data drawn are not normally distributes and have unequal variences, non parametric test were used i drawing inferences, such as Sperman Rho correlation for testing relationship between variables, Mann Whitney U tests for testing difference for two independent variables and Kruskall Wallis test for testing difference for three or more independent variables.
      - no correlation between teachers awareness of pandemic and their demographic
        very strong correlation between teachers demographic and readiness to distance learning ed: teaching experience and specialization
        moderatly corelated between teachers geographic location and readiness to dis learn ed
      - signifficance difference between demographic and teacher awareness and the readiness of distance learning :red_cross:
        among demogrphy, only gender has siignificant different wuth their awareness of covid 19.
        gender, length of experience, and geographic location have significant difference with their readiness to distance lear ing.
        female teacher more aware about the fact about covid 19.
- - - - SHS Teachers in current SY 2019-2019, were invited to be participants. Purposive sampling based on characteristics of a population and the objective of the study was used
      - Participants were requested to complete the survey within one term from the date of the issuance.
      - The researcher shortened the link using bit.ly and sent it to the respondents. The survey questionnaire was floated using Google Forms, and extracted in CSV for analysis in a spreadsheet.
      - The gathered data was analyzed using a spreadsheet that automatically created a graphical representation of the result.
    - - Frequency and Percentage were used about readiness of grade teachers.
      - Average weighted mean was also used in determining the interpretation based on the Likert rating scale used
      - To interpreted the linear relationship, a range of strengths was adopted as
        1- perfect
        0.8 to 1 ; very strong
        0.6 --0.8; strong
        0.4 - 0.6 ; Moderate
        0.2 - 0.4 : Weak
        0.0 - 0.2 ; none to extremely weak.
  - - - The result of the correlation matrix shows that
        (1) there is a strong positive relationship in terms of Age and Years
        (2)technical skills have a moderate positive correlation to experience, attitudes and time management in online and distance learning.
        (3) there is a moderate positive correlation to technical skills and attitudes in online and distance learning.
        (4) time management has also a moderate positive correlation with technical skills and attitudes.
  - - - (1) Open and Distance Education must be offered
        (2) must adopt a singular vision, policies, and procedures for Open and Distance Education for Senior High School implementation.
        (3)must establish clear guidelines to follow when planning Open and Distance Education for Senior High School
    - - with a broader scope such as gamification in education and other related studies on readiness were recommended to be conducted to validate future results.
- - - - Learner Readiness for Online Learning scale (LROL) developed by Hung, Chou, Chen and Own (2010)
        
        This scale has 18 items and a 5-factor structure. The original scale had high reliability coefficients whereas composite reliability coefficients of the subsections were: .736 for Computer/Internet self-efficacy consisting of 3-items, .871 for Self-directed learning with 5-items, .727 for Learner control consisting of 3-items, .843 for Motivation for learning with 4-items and .867 for Online communication self- efficacy with 3-items.
        
        In order to assure translation accuracy, the English version of the scale was first translated into Croatian and then back-translated into English. The translated scale was then revised through both exploratory and confirmatory factor analysis. The principal axis factor analysis supported a robust 2- factor structure explaining 40.52 percent of the variance, with Cronbach’s Alpha of .877 for the entire scale.
        
        The coefficients of the two subsections were .800 for Self-direction and motivation for learning consisting to 9 items, and .882 for Computer/Internet self-efficacy and learner control also consisting of 9 items.
      - Readiness for Professional Development of Teachers (RPDT) scale developed by Beara and Okanović (2010)
        
        This scale consists of 17 items and has a five factor structure. The original scale is published in Serbian; it has high reliability coefficients whereas Cronbach’s alpha coefficients of the subsections
        
        External motivation for professional development (4-items; CA=0.70), the Importance of training for teaching profession (4-items; CA=0.72), the Impact of professional development on teaching quality (3- items; CA=0.67), the Importance of continuous professional development (3-items; CA=0.60) and Teachers’ 374 initiative for professional development (3-items; CA=0.63).
        
        The scales were translated into Croatian and revised through both exploratory and confirmatory factor analysis.
        
        In this study, the principal axis factor analysis supported a 16-item scale with two-factor structure explaining 32.49 percent of the variance. The Cronbach’s Alpha for the entire scale was of .557.
        The coefficients of the two subsections were .790 for External motivation for and perception of impact of professional development consisting to 6 items, and .760 for Perception of importance and initiative for professional development consisting of 9 items
    - - analyzed on descriptive
        
        analyzed using measures such as frequency, mean score and standard deviation. To determine the correlation between LROL and RPDT, Pearson coefficient of correlation was used on the p<.01 level.
      - analyzed on inferential level
- - - - benefit
        
        offered a more cost-saving delivery format in terms of less investment in building classrooms, power, and travel. It provides the exibility for faculty and learners and reduce travel cost.
      - Challenges
        
        equires merging of multiple roles which are the communication skills and a paradigm shift (instructional time and space, virtual management techniques, and the ability to engage students through virtual communication (Easton, 2010).
        
        requires instructors to move beyond old models of pedagogy into new practices that are more facilitative (Pallo and Pratt, 2000).
        
        have to face challenges teaching and managing online courses (it enhanced the student experience in online learning environments and a ords online instructors with adequate support and assistance).
        
        get instructors most involved with the operation and use of the learning management system.
    - - readiness: being fully prepared for some experience or action (Webster’s New Collegiate Dictionary, Oxford Dictionary Online).
      - e-learning readiness:
        
        the mental and physical preparation of an organization for e-teaching experience or action (Borotis&Poulymenakou, 2004).
        
        recognized as one of the most signi cant aspects for the success of implementing elearning programs in higher education (Rohayani.AH, Kurniabudi&Sharipuddin, 2015; Penna &Stara, 2008).
      - benefit
        
        Kaur and Abas (2004) suppose that implementing elearning readiness assessment helps a school to design e-teaching strategies and e ectively achieve its Information Communication Technology goals.
        
        (the score of ER) can reveal “a learning institution’s strengths and weaknesses in technology acquisition and training to inform policy decisions, to position the institution technologically in the competitive global market, and to apply limited resources wisely across institutional boundaries” (p.126)
      - fact :
        
        One of the reasons that elearning often fails is that “teachers try to carry over predominant styles of the classroom to the new media, rather than developing new pedagogies that would maximize the use of new technology” (Bates &Poold, 2003, as cited in Ncube, Dube&Ngulube, 2014, p.359).
      - teacher E R
        
        their willingness, their preparation for basic technical and communication skills and training new teaching methodology for elearning.
    - - 2015, Rohayani.AH, Kurniabudi and Sharipuddin found that skills and attitudes as “the most critical factors in uencing elearning readiness.”
        the gap the scores was not huge.
      - Al-alak and Alnawas : relationship between Jordanian lecturers’ attitudes towards the adoption of elearning system(2011), Alabdullaziz et al. (2010) investigated instructors’ and learners’ attitudes toward elearning.
        there existed positive relationship between the instructors/lecturers’ attitudes toward elearning Teacher attitudes was concluded to have positive impacts on the success of the implementation of elearning in the sector of higher education (Al-aka &Alnawas, 2011; Alabdullaziz, Alanazy, Alayahya& Gall, 2010).
        
        However, pressures from a university may be a de-motivation to the lecturers and made them feel resistant to change their work routines and failed to understand the bene ts of elearning system fully (Al-alak&Alnawas, 2011).
      - According to Mukminin and Hidayat (2013), lecturers need to have some understanding of pedagogy
        -need to be other best practices which include thorough planning, communication between lecturers and students, student-student interactions, respect of student diversity with regard to learning styles, collegial and individual activities that ensure high levels of time on task, the importance of prompt feedback, and the maintenance of high expectations
      - Sadik (2007) found Higher education institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course o erings
      - E-learning paradigm has grown signi cantly in the tertiary education sector in Palestine (Shraim, 2008).
        the use of elearning by higher education instructors is still underutilized, and considerable e orts should be made to enable them to take full advantage of the potential of e-learning.
        instructors have positive attitudes to embark on e-learning initiatives
        individual characteristics and technological factors have a signi cant in uence on instructors to adopt elearning
        organizational factors were found to be the most signi cant determinant for adopting e-learning.
        Political will and the capacity of the university to respond quickly and appropriately to the transition change is crucial to facilitate wider adoption
  - - - Attitudes & life style
        
        number of studies focusing teacher e-readiness is limited.
        Attitude or lifestyle is an initial and important factor in uencing the readiness of teachers/ intructors for elearning implementation.
        Except for the study of Gay (2016), other research studies displayed in Table 1 show that teachers have positive perceptions of elearning.
        Both Koo (2008) and Eslaminejad, Masood and Ngah (2010) stated that the teachers participating in their research expressed positive attitudes toward elearning
        The intructors in Sadik’s (2007) found “elearning is useful and have the potential to support their teaching-related activities”
        How teachers perceive the adoption of elearning in higher education institution is, therefore, have strong impacts on the success of the implementing process.
        Although the word “attitudes” was not directly used in Gay’s (2016) study, “lifestyle readiness” was described as another way of “attitudes.” According to Gay (2016), lifestyle readiness refers to the instructor-related issues such as satisfaction, resistance to change, expertise, the organizational culture, administrative instructions, and rules in an online environment.
        
        training program
        
        needed to be continuously and varied in di erent aspects of online teaching, including technical skills, online teaching methodology and pedagogy, online educational content, etc. (Eslaminejad, Masood &Ngah, 2010; Krishnakumar& Kumar, 2011; Ncube, Dube&Ngulube, 2014).
        
        time constraint
        
        less vital.
      - technical skill
        
        Technical skills also have strong impacts on the teacher e-readiness.
      - online teaching pedagogy
        
        online instructors prefer a traditional classroom setting compared to an online environment for teaching, are self-motivated, independent learners of new technologies or software applications, proactive in completing tasks well in advance of deadlines, prefer to receive written feedback or verbal feedback, and are con dent regarding communicating e ectively and comfortably in writing (p.206).
        it is necessary to be aware of the change of teaching pedagogy when moving from conventional classrooms to a cyber learning environment.
- - - - -To find out the e-readiness of student teachers for Online Learning (OL)
        -To assess the digital skills of student teachers for (OL)
        -To study the perception of student teachers towards (OL)
        -To find out the problems and challenges faced by the student teachers in (OL)
    - - For institution
        
        need supportof gov interms to provide continuous power supply and Internet connectivity so that student teacher can learn from online learning.
        
        colleges and universities must conduct orientation programme for students in the process of online learning.
        
        to continue teaching learning activities through online mode with efficiency
        
        all faculty members may be oriented in the techno- pedagogical skills so that they can take online classes effectively.
        
        bringing improvement to promote online learning in long run.
    - - (1) 99% student teachers were having digital devices, 80% were having financial strength but 24 hour electricity supply was with only 48% of student teachers and only 25% were having good internet connectivity and 16% were having study space at home.
        (2) 35% student teachers’ were found proficient in digital skills, 10% student teachers knew the online study materials where as only 26% were having adequate knowledge on internet security and 17% knew to use applications and softwares for online learning.
        (3)35% student teachers’ were found proficient in digital skills, 10% student teachers knew the online study materials where as only 26% were having adequate knowledge on internet security and 17% knew to use applications and softwares for online learning.
        (4) 65% of student teachers felt easy to access e-learning resources & 73% agreed to receive teachers’ support as and when required. But only 30% and 31% of student teachers agreed that they can always interact with teachers and friends during the class and 26% felt confident for online classes.
        (5)76% of student teachers found online mode of learning as a better choice for learning in the midst of lockdown but only 10% agreed that online teaching learning is better approach than traditional approach. 70% of student teachers felt that online mode of learning promotes self learning, 42% agreed that it can speed up learning and 25% agreed that it gives opportunity for comprehensive study.
        (6)77% of student teachers were remarked to face difficulty in sudden swap to online mode of learning, 66% felt isolated and 48% felt stressed in online classes. 68% of student teachers noticed that teachers face difficulty in online classes.
        (7) 52% of student teachers felt that curriculum can be completed through online mode of learning where as only 19% and 16% were agreeing that subjects can be effectively taught and practicum activities can be carried out through online mode of learning respectively.
        (8)Self learning, ease of preparation and submission of assignments with the help of internet, economical, convenience, continuation of learning, no academic loss, time saving, learning of digital skills, continuous teachers’ support, timely doubt clearing, good communication skill, easy accessibility are some of the good experiences about online learning experienced by student teachers while attending online classes during this pandemic period.
        (9)Adequate power supply, internet connectivity issues, poor digital knowledge and skills, lack of cyber safety awareness are some of major problems recognized by the student teachers.
        (10)Financial support from Government, institution’s support like creating e-library, online learning web portal, teachers’ support in sharing recordings of online classes, e-study materials, providing regular online assignments and parental support for continuing online studies are some of the utterations of majority respondents to make online learning more effective.
    - - online survey method
        -A well structured and self developed questionnaire was prepared consisting of both closed ended and open ended type of questions.
      - The tool was divided into seven sections
        
        basic details : the demographic information
        
        availability e-learning resources:
        
        availability of prerequisites for online learning
        
        accessibility checks the student teachers’ accessibility to online learning
        
        digital literacy covers the information regarding student teachers’ digital knowledge and skills
        
        ability covers the student teachers’ acceptance and proficiency in online learning
        
        curriculum transaction section covers the perception of student teachers’ towards academic work carrying out in online learning
        
        the open ended questions to assess
        (1) experience
        (2)challenges
        (3)needs felt during online learning
      - The online survey was carried out during the lockdown period i.e. from 30th June to 15th July 2020.
      - Taking experts comments and suggestions the content validity of tool was established.
      - participant
        
        318 student teachers
        
        rural 37%
        
        urban 37%
        
        semi urban 25%
        
        27% prior experienced
        
        86% experienced during pandemic
      - measure
        
        To analyze the responses of open ended questions thematic analysis was adopted for identifying the emerging common themes relevant to the study.
        
        statistic measure like frequency count and percentage was used to analyze the responses of first 6 sections of the tool for assessing the section of responses falling into a particular category.
      - using graphs data was interpreted to reflect the major key areas.
- - - - (1)Open and distance education is the future of learning.
        (2)It will also make the learning faster and efficiently in the own face of a student.
        (3) It provides convenience to both learners and teachers.
        (4) It is essential that the province be ready for the change in technology.
        (5)his study is significant to determine the readiness of the teachers
        (6) will be helpful for both practitioners and academics of E-Learning systems.
    - - adopted a quantitative method of research
        -used the survey as a method of data collection
        -use questionnaires because
      - sources of data
        
        The graduate students of Pangasinan State University, Open University Systems for the S.Y. 2017-2018
        A 20 percent of 400 students = 80
        Participants were requested to complete the survey within one term from the date of the issuance of the questionnaire.
        The researcher shorten the link using bit.ly and posted in all the Google Classroom class newsfeed.
        The adopted survey questionnaire (UCF’s Center for Distributed Learning, 2018) was floated using Google Forms, and extracted in CSV format for analyzation.
        To interpreted the linear relationship, a range of strengths was adopted as
      - statistical treatment used
        
        To interpreted the linear relationship, a range of strengths was adopted as
        scale 5 ---- 4.51 - 5.00 - extremely agree
        scale 4 --------3.51 - 4.5 ; Agree
        scale 3 ------- 2.51 - 3.5; Neutral
        scale 2 ------- 1.51 - 2.5; Disagree
        scale 1 --------- 1.00 - 1.5 : Extremely disagree
        
        To obtain the sognifficant different between two variables, a correlation used and measures significant different using ANOVA.
        
        To simplify statistical computation, all data imputted into SPSS for faster amalysis data
    - - milenial groups
    - - This paper will answer the following question:
        (2) What is the level of readiness of the Teachers in Open and Distance Teaching?; and
        (3) Is there a significant difference on the level of readiness in ODeL in Teaching across the profile of the respondents?
    - - most graduate students are also grade teachers of elementary and secondary schools
      - (1)The Technical Skills Indicator shows most respondents believes that they are ready and competent (3.97)
        (2) for experince in online teaching and learning, most respondents are neutral (3.18)
        (3) The attitude are confident and agree (3.99)
        (4) for the time management and time commitment most respondents are agree (3.87)
      - Teacher are ready, the lack of experience coz non exposure and still no guidelines an policy for online learning.
      - no significant different in E-R in terms tech skill, experience with online teaching n learning, attitudes towards online learning, time management and time commitment across :
        (1) age and sex
        (2) level of education and licensure exam passed
        (3) rank (level of position)
        (4) grade level handled
      - There is significant different in O-R in terms experience with online teaching n learning, across their profile in terms of years of teaching (who teach 1-10 and 11-20
    - - Gov should help dept.Ed schools thru extension project to help school promote learning in terms technology knowledge
      - (1) majority respondents are ready
        (2) despite the neutral experience in on line teaching, the attitude is positive that contributes to O-R
    - - for best result, have to remove respondent who are not teaching grade school in Dept of education