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] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176277895 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Power%2C+Jason%22">Power, Jason</searchLink><relatesTo>1</relatesTo><i> jason.power@ul.ie</i><br /><searchLink fieldCode="AR" term="%22Conway%2C+Paul%22">Conway, Paul</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gallchóir%2C+Ciarán+Ó%22">Gallchóir, Ciarán Ó</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Young%2C+Ann-Marie%22">Young, Ann-Marie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hayes%2C+Michaela%22">Hayes, Michaela</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Jun2024, Vol. 43 Issue 2, p263-280. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176277895 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2022.2061565 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 263 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Cross-sectional method Type: general Titles: – TitleFull: Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Power, Jason – PersonEntity: Name: NameFull: Conway, Paul – PersonEntity: Name: NameFull: Gallchóir, Ciarán Ó – PersonEntity: Name: NameFull: Young, Ann-Marie – PersonEntity: Name: NameFull: Hayes, Michaela IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Irish Educational Studies Type: main |
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