Attitudes and practices of educators towards e-learning during the covid-19 pandemic
Attitudes and practices of educators towards e-learning during the covid-19 pandemic
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covid-19 大流行期间教育工作者对电子学习的态度和实践
DOI：
10.34190/ejel.19.4.2350
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Yousef S. Khader
中科院分区：
文献类型：
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作者：
Reema A. Karasneh;S. Al‐Azzam;S. Muflih;S. Hawamdeh;Mohammad;Muflih;Yousef S. Khader
背景新型冠状病毒的爆发正在改变世界各地教育机构的运作方式。这项研究的目的是评估大流行期间的在线学习经验，并认识到约旦大学教授认为的障碍。方法采用问卷调查、横断面调查和描述性研究。向约旦全国公立大学的所有大学教授和讲师分发了一份网上调查。结果共有508名教育工作者参与了本研究。与女性（32.5%，n=165）相比，男性（67.5%，n=343）在研究人群中占主导地位。疫情期间，教育工作者平均每周使用互联网进行教育的时间为20. 2 ± 15. 9小时。受访者对网上教学持正面态度，65.7%受访者表示已为网上教学作好准备，而40.8%受访者表示愿意透过网上平台与学生沟通。冠状病毒爆发后，对在线学习的机构支持似乎也有所增加。绝大多数（81.9%，n=416）的受访者表示，他们所在的大学在疫情期间支持在线教育，而疫情前这一比例为56.5%（n=287）。在线教学的主要障碍是互联网连接不良（78.3%，n=398），旧的学习工具的缺点（例如，上传能力）（70.9%，n=360）和家庭氛围（69.3%，n=352）。参与者还认为技术（74.0%，n=376）和计算机技能（49.2%，n=250）是需要发展的领域。结论尽管教育工作者对网络教学持积极态度，但在实现从传统学习的转变之前，还需要克服许多障碍。在COVID-19疫情期间，教师培训和部门间沟通是在线教学成功的保证。© ACPIL.
Background The novel coronavirus outbreak is now shifting the way educational institutions operate around the world. This study aims to assess the online learning experience during the pandemic and recognize its perceived barriers according to university professors in Jordan. Methods This is a questionnaire-based, cross-sectional, and descriptive study. A web-based survey was distributed to all university professors and lecturers in public universities across Jordan. Results A total of 508 educators responded to this study. Males (67.5%, n=343) dominated the study population compared to females (32.5%, n=165). Educators spent an average of 20.2 ± 15.9 hours/week using the internet for educational purposes during the pandemic. Positive attitudes towards online teaching were seen, as 65.7% reported being prepared for online teaching, while 40.8% were comfortable communicating with students via online platforms. Institutional support for online learning also appears to have increased following the coronavirus outbreak. An overwhelming majority (81.9%, n=416) stated that their universities supported online education during the pandemic, compared to 56.5% (n=287) before. The main recognized barriers for online teaching were poor internet connection (78.3%, n=398), disadvantages in old learning tools (e.g., uploading capacity) (70.9%, n=360), and family atmosphere (69.3%, n=352). Participants also recognized technical (74.0%, n=376) and computer skills (49.2%, n=250) as areas requiring development. Conclusion Despite the positive attitudes of educators towards online teaching, many barriers need to be overcome before the shift from traditional learning is implemented. Faculty training and inter-departmental communication are warranted for the success of online teaching during the COVID-19 pandemic. © ACPIL.