Embarking digital learning due to COVID-19: are teachers ready?
The COVID-19 pandemic has resulted in school closures all over the globe and forced students to embarkon digital learning to ensure learning continuity. The implementation of digital learning on educationalsettings has posed challenges particularly for developing countries to improve human resources...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/345593 |
| Acceso en línea: | https://hdl.handle.net/2117/345593 https://dx.doi.org/10.3926/jotse.1109 |
| Access Level: | acceso abierto |
| Palabra clave: | Distance education -- Computer-assisted instruction E-Learning COVID-19 (Disease)--Social aspects Digital learning COVID-19 Teachers’ readiness COVID-19 (Malaltia) -- Aspectes socials Ensenyament a distància -- Ensenyament assistit per ordinador Ensenyament virtual Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning) |
| Sumario: | The COVID-19 pandemic has resulted in school closures all over the globe and forced students to embarkon digital learning to ensure learning continuity. The implementation of digital learning on educationalsettings has posed challenges particularly for developing countries to improve human resources andinfrastructure. On this basis, this study explores the teacher readiness in conducting digital learning inYogyakarta, Indonesia. This exploratory study employed an online questionnaire and semi-structuredinterviews via either voice or video calls to safely gather data from K-12 teachers of 27 different schoolsin the middle of the pandemic in Yogyakarta. This study found that the teachers perceived they werepsychologically, technologically, and pedagogically ready to conduct digital teaching and learning. Thisstudy also discovered that the digital learning problems were mostly encountered by teachers in rural areas.Another problem was generated from the different levels of students’ affordance of technology thatmainly led to digital learning inequality. Therefore, this study proposed an alternative choice of technologyand teaching methodology to adopt and to adjust as a solution to the occurring learning problems. Inaddition, it also discussed the teachers’ perceptions of digital learning |
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