Readiness of In-Service Teachers toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era

Autor/inn/en	Saboowala, Rabiya; Manghirmalani Mishra, Pooja
Titel	Readiness of In-Service Teachers toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era
Quelle	In: Journal of Educational Technology Systems, 50 (2021) 1, S.9-23 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saboowala, Rabiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395211015232
Schlagwörter	Readiness; Blended Learning; COVID-19; Pandemics; Gender Differences; Faculty Development; Online Courses; Conventional Instruction; Educational Technology; Technology Uses in Education; Foreign Countries; Teaching Methods; Interaction; Teacher Attitudes; Time Management; Workshops; Seminars; Internet; Web Based Instruction; India + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Lehrerverhalten; Zeitmanagement; Lernwerkstatt; Schulung; Seminar; Web Based Training; Indien
Abstract	The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching--learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01