Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19.
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| Title: | Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19. |
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| Authors: | Power, Jason1 jason.power@ul.ie, Conway, Paul1, Gallchóir, Ciarán Ó1, Young, Ann-Marie1, Hayes, Michaela1 |
| Source: | Irish Educational Studies. Jun2024, Vol. 43 Issue 2, p263-280. 18p. |
| Subject Terms: | *COVID-19 pandemic, *Digital learning, *Teacher-student relationships, *Classroom environment, Cross-sectional method |
| Abstract: | Framed from a socio-cognitive perspective, and the contemporary increased salience of digital learning readiness and competence, the purpose of this study was two-fold: to validate Online Learner Readiness Scale in a new context and to explore potential variances in online readiness within a student-teacher population between less (pre-COVID) and more experienced (during COVID) groups. A CFA was used to examine the suitability of the OLRS in an Irish context, and variances between groups based on gender and professional experience were explored. Two cross-sectional datasets were gathered from student teachers from a university teacher education programme in the Republic of Ireland (n1 = 281, n2 = 154). The analysis demonstrated significantly lower perceived online readiness in the more experienced 'during COVID' cohort compared to 'pre-COVID' cohort. This counter-intuitive finding is in direct contrast to prior research, and potential influencing factors include the sudden immersion in an entirely digital learning environment. The more experienced cohort reported significantly lower online readiness across all five components of the OLRS. The findings are discussed in the context of a major shift in the student-teacher learning experience due to COVID-19. Implications for future research are explored in the context of increasingly digitised teaching and learning environments during and after the COVID-19 pandemic. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Framed from a socio-cognitive perspective, and the contemporary increased salience of digital learning readiness and competence, the purpose of this study was two-fold: to validate Online Learner Readiness Scale in a new context and to explore potential variances in online readiness within a student-teacher population between less (pre-COVID) and more experienced (during COVID) groups. A CFA was used to examine the suitability of the OLRS in an Irish context, and variances between groups based on gender and professional experience were explored. Two cross-sectional datasets were gathered from student teachers from a university teacher education programme in the Republic of Ireland (n1 = 281, n2 = 154). The analysis demonstrated significantly lower perceived online readiness in the more experienced 'during COVID' cohort compared to 'pre-COVID' cohort. This counter-intuitive finding is in direct contrast to prior research, and potential influencing factors include the sudden immersion in an entirely digital learning environment. The more experienced cohort reported significantly lower online readiness across all five components of the OLRS. The findings are discussed in the context of a major shift in the student-teacher learning experience due to COVID-19. Implications for future research are explored in the context of increasingly digitised teaching and learning environments during and after the COVID-19 pandemic. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03323315 |
| DOI: | 10.1080/03323315.2022.2061565 |
