Teachers' perception of online teaching and its effects on learning outcome during Covid-19: an India based mixed method study.
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| Title: | Teachers' perception of online teaching and its effects on learning outcome during Covid-19: an India based mixed method study. |
|---|---|
| Authors: | Kaur, Jaswinder1 john.smith@unixxxx.edu, Kumar, Pushpender2 |
| Source: | Journal of E-Learning & Knowledge Society. Aug2022, Vol. 18 Issue 2, p11-21. 11p. |
| Subject Terms: | *Online education, *Educational outcomes, *Teachers, *Education policy, Brotherliness |
| Geographic Terms: | Amritsar (India), India |
| People: | Nanak, Guru, b. 1469 |
| Abstract: | The purpose of this study was to explore the perceptions of teachers regarding online teaching whether they are comfortable and confident while delivering online content to students during this tough time of pandemic? Online teaching is not new in India, but many teachers are experiencing this first time due to emergency and sudden closure of institutions of higher education due to COVID 19. Teachers and students all are engaged in online teaching/learning and combat with several challenges i.e. lack of resources, expertise, anxiety, etc. This study is an attempt to determine the problems and issues pertained to teachers during online teaching. Efforts have been also made to find out teachers' perceptions about students' learning outcomes. This study explored advantages/disadvantages as well as barriers of online instructions as perceived by teachers of various colleges affiliated to Guru Nanak Dev University (GNDU), Amritsar, Punjab, India. There is the significant importance of the type of online teaching experiences i.e. faculty members who were having positive online teaching experiences significantly differ from their colleagues who experienced the negative or no online teaching experiences. Results obtained from this study indicate those faculty members who were trained and having sufficient exposure towards the technology are more comfortable as well as successful while implementing online teaching, therefore, it is strongly recommended that sufficient training must be provided to the teaching fraternity. Our "New Education Policy 2020 also support this view and recognize the importance of online/blended/digital education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of E-Learning & Knowledge Society is the property of Italian e-Learning Society / Societa Italiana di e-Learning (SIe-L) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159971195 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' perception of online teaching and its effects on learning outcome during Covid-19: an India based mixed method study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kaur%2C+Jaswinder%22">Kaur, Jaswinder</searchLink><relatesTo>1</relatesTo><i> john.smith@unixxxx.edu</i><br /><searchLink fieldCode="AR" term="%22Kumar%2C+Pushpender%22">Kumar, Pushpender</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+E-Learning+%26+Knowledge+Society%22">Journal of E-Learning & Knowledge Society</searchLink>. Aug2022, Vol. 18 Issue 2, p11-21. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Brotherliness%22">Brotherliness</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Amritsar+%28India%29%22">Amritsar (India)</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Nanak%2C+Guru%2C+b%2E+1469%22">Nanak, Guru, b. 1469</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to explore the perceptions of teachers regarding online teaching whether they are comfortable and confident while delivering online content to students during this tough time of pandemic? Online teaching is not new in India, but many teachers are experiencing this first time due to emergency and sudden closure of institutions of higher education due to COVID 19. Teachers and students all are engaged in online teaching/learning and combat with several challenges i.e. lack of resources, expertise, anxiety, etc. This study is an attempt to determine the problems and issues pertained to teachers during online teaching. Efforts have been also made to find out teachers' perceptions about students' learning outcomes. This study explored advantages/disadvantages as well as barriers of online instructions as perceived by teachers of various colleges affiliated to Guru Nanak Dev University (GNDU), Amritsar, Punjab, India. There is the significant importance of the type of online teaching experiences i.e. faculty members who were having positive online teaching experiences significantly differ from their colleagues who experienced the negative or no online teaching experiences. Results obtained from this study indicate those faculty members who were trained and having sufficient exposure towards the technology are more comfortable as well as successful while implementing online teaching, therefore, it is strongly recommended that sufficient training must be provided to the teaching fraternity. Our "New Education Policy 2020 also support this view and recognize the importance of online/blended/digital education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of E-Learning & Knowledge Society is the property of Italian e-Learning Society / Societa Italiana di e-Learning (SIe-L) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20368/1971-8829/1135450 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 11 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Teachers Type: general – SubjectFull: Education policy Type: general – SubjectFull: Brotherliness Type: general – SubjectFull: Amritsar (India) Type: general – SubjectFull: India Type: general – SubjectFull: Nanak, Guru, b. 1469 Type: general Titles: – TitleFull: Teachers' perception of online teaching and its effects on learning outcome during Covid-19: an India based mixed method study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kaur, Jaswinder – PersonEntity: Name: NameFull: Kumar, Pushpender IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 18266223 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Journal of E-Learning & Knowledge Society Type: main |
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