Teacher characteristics and the preferred educational approach (Traditional (Face-to-Face) Teaching, e-learning, blended learning) in the Covid19

Document Type : Original Article

Authors

Tarbiat Modares

Abstract

Abstract
Introduction: The Covid-19 pandemic brought about a great challenge for the education systems in the world and quickly led to the closure of schools. During this period e-learning was considered as an appropriate solution for overcoming this crisis all over the world.
Method: The present study is quantitative research using a descriptive survey. The statistical population of the research included all the teachers in different provinces and cities of the country, from which 687 teachers participated in this survey through voluntary sampling. A questionnaire adopted from the literature was used to collect the data.
Results: The results indicated the existence of a significant relationship between the five variables of the teaching region (poor, medium, wealthy), the school type, the degree being taught, teaching experience and the teacher's education level and the preferred type of educational approach (face-to-face teaching, e-learning, blended learning). Nevertheless, there was not any significant relationship between the variables of perceived ease of use and teacher’s age and the preferred type of educational approach. As to the relationship between perceived usefulness and preferred type of educational approach, there was a significant relationship, yet a weak correlation. In addition, the results showed that among the teacher characteristics, gender and level of education had a significant effect on their intention to use this system. However, no significant relationship was observed between age, teaching experience and teachers' mastery of Shad software and their intention to use this program.
Discussion and conclusion: Policy makers in education can take steps to ensure the success of e-learning technology by considering the factors influencing the preferred type of educational approach and the teachers' intention to use it.

Keywords: technology acceptance model, e-learning, Shad, Teachers, e-learning, blended learning

Keywords

References

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