scholarly journals Analyzing Japanese University English Teachers’ Self-Efficacy to Teach Online

2021 ◽  
Vol 2020 (1) ◽  
pp. 81
Author(s):  
Nancy Shzh-chen Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Linear Regression Analysis ◽  
English Teachers ◽  
Multiple Linear Regression Analysis ◽  
Teaching Online ◽  
Face To Face ◽  
Relative Contribution ◽  
Integration Of Technology ◽  
Time Usage

The 2020 Covid-19 pandemic changed the delivery of many classes from face-to-face to online. This study was an attempt to investigate online English teaching self-efficacy by surveying 138 university English teachers in Japan during the pandemic. A survey with 30 Likert-scale items was developed to examine four latent constructs of online teaching self-efficacy: pedagogy, technology, communicative language teaching (CLT), and self-management. In addition, how these constructs correlated with each other as well as the relative contribution of the participants’ background variables and questionnaire subscales to overall self-efficacy were examined. Results showed that teachers were highly self-efficacious about teaching online especially with the integration of technology but were not self-efficacious to manage themselves online especially with time usage. In addition, multiple linear regression analysis showed that the four constructs predicted the participants’ overall self-efficacy, but their background variables did not impact their overall self-efficacy to teach online. 2020年Covid-19パンデミックで多くの授業が対面からオンラインに切り替わった。本研究では、日本の138名の大学英語教員へのアンケート調査によるオンライン授業に対する自己効力感を調査した。30項目のリッカート尺度を用いた質問項目では、自己効力感の四つの潜在的構成要素（教授法、テクノロジー、コミュニカティブ・ランゲージティーチング、自己管理）を調べた。加えて、これらの構成要素間の相関関係を調べ、さらに潜在構成要素と教員層データがオンライン授業全体に対する自己効力感にどの程度影響するのか分析を行った。結果、英語教員はオンライン授業に対しての自己効力感が高いことが明らかになった。教員がテクノロジーに対して高い自己効力感を持ったものの、自己管理、特に時間の利用に対しては自己効力感が低かった。また回帰分析では、四つの構成要素は英語教員の全体的な自己効力感を説明するが、教員層データは影響を及ぼさないことがわかった。

scholarly journals Measuring Instructor Self-Efficacy when Migrating Face-to-Face Courses Online

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yanyue Yuan ◽  
◽  
Jace Hargis ◽  
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Unexpected Events ◽  
Teaching Online ◽  
Face To Face ◽  
Online Tools ◽  
Instructional Needs ◽  
Initial Perception

This study measures instructors’ online teaching self-efficacy with an aim to capture their immediate and initial perception of migrating their teaching online and identify potential instructional needs and support. The authors sent a survey to all instructors in our institution four days prior to the first day of classes in spring 2020 and received 73 responses (60% response rate). The number of years of experience with online tools was low (88%). Instructors reported high confidence in their ability to teach online (82%); realization of the effort to create quality online experiences (90%); belief that teaching online would be different (90%); recognition of having to modify their assessment (77%); ability of adjusting teaching efficiently with unexpected events (82%); knowledge of where to seek teaching and technology guidance (86% & 89%); and confidence in developing a similar rapport with students (71%). Respondents were split in their beliefs about offering similar active learning opportunities. This study supplements research on instructors’ perception of online teaching as a well-planned and intentional event, offering implications over the immediate and long-term support to be offered to instructors regarding migrating courses online both in times of crisis and when such opportunities arise.

scholarly journals Online Teaching Self-Efficacy – How English Teachers Feel During the Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-17
Author(s):  
Shzh-chen Nancy Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Formative Assessments ◽  
Self Management ◽  
Teaching Online ◽  
Online Teachers ◽  
Teaching Paradigm

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs of online English teaching self-efficacy: technology, pedagogy, communicative language teaching, and self-management. Results of the survey found that English teachers were highly self-efficacious toward teaching online. They were most self-efficacious toward the usage of technology, followed by pedagogy, communicative language teaching (CLT), and least efficacious toward self-management when teaching online. Teachers had high self-efficacy for using different online platforms, organizing group work activities, and conducting formative assessments for evaluation. On the other hand, teachers had lowest self-efficacy for maintaining the balance between research and teaching activities. This paper concludes with some pedagogical implications for English teachers when teaching online.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals FACTORS AFFECTING ENTREPRENEURIAL INTENTIONS AMONG COLLEGE STUDENT

2021 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Trisna Sary Lewaru
Keyword(s):  
College Student ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Need For Achievement ◽  
Factors Affecting ◽  
Independent Variables

ABSTRACT This study aims to analyze the factors that influence entrepreneurial intentions among college student. The five independent variables was used include need for achievement, locus of control, self-efficacy, instrumental readiness, entrepreneurship experience. Sample in this research is students on Pattimura University totaling 160 people. Multiple linear regression analysis was used to measure this study. The results of this study indicate that need for achievement, locus of control, entrepreneurship experience have no effect on the intentions of entrepreneurial among students. Whereas instrumental readiness and self-efficacy variable has positive and significant effect on entrepreneurial intention between students of Pattimura University. Keywords : Entrepreneurship, Intentions

scholarly journals Do Entrepreneurial Mindset and Perceived Behavioural Control Matter Entrepreneurial Intention?

2021 ◽  
Vol 9 (2) ◽  
pp. 131-145
Author(s):  
Thusy Tiara Saraswati ◽  
Aniek Indrawati ◽  
Ludi Wishnu Wardana
Keyword(s):  
Self Efficacy ◽  
Behavioral Control ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Entrepreneurial Intention ◽  
Perceived Behavioral Control ◽  
Direct And Indirect Effects ◽  
Substantial Impact ◽  
Study Results ◽  
Descriptive Statistical Analysis

Entrepreneurial Intention is a component that can explain the mindset and have a substantial impact on individual behavior. This fact indicates how hard a person's mindset is in trying and how much effort is put in so that the desired behavior can be carried out. This study examines the direct and indirect effects of an entrepreneurial mindset, perceived behavioral control, and entrepreneurial self-efficacy on entrepreneurial intention. A total of 354 students in Malang took part in this research. We used descriptive statistical analysis, multiple linear regression analysis, and path analysis. The study results found that the entrepreneurial mindset and perceived behavioral control affected entrepreneurial self-efficacy—similarly, entrepreneurial self-efficacy, entrepreneurial mindset, and perceived behavioral control on entrepreneurial intention. Our results also found that entrepreneurial self-efficacy failed to mediate the effect of the entrepreneurial mindset on entrepreneurial intention.

scholarly journals THE CHALLENGES OF ENGLISH TEACHERS IN REMOTE AREAS TOWARD ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Online Teaching ◽  
Interactive Media ◽  
English Teachers ◽  
Additional Time ◽  
Teaching Online ◽  
Remote Areas ◽  
Financial Condition ◽  
Teaching Learning

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning

scholarly journals Perceptual Weighting of Binaural Lateralization Cues across Frequency Bands

2020 ◽  
Vol 21 (6) ◽  
pp. 485-496
Author(s):  
Axel Ahrens ◽  
Suyash Narendra Joshi ◽  
Bastian Epp
Keyword(s):  
Auditory System ◽  
Phase Locking ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Low Frequencies ◽  
Frequency Bands ◽  
Relative Contribution ◽  
Highest Weight ◽  
Auditory Enhancement ◽  
Spectral Weighting

Abstract The auditory system uses interaural time and level differences (ITD and ILD) as cues to localize and lateralize sounds. The availability of ITDs and ILDs in the auditory system is limited by neural phase-locking and by the head size, respectively. Although the frequency-specific limitations are well known, the relative contribution of ITDs and ILDs in individual frequency bands in broadband stimuli is unknown. To determine these relative contributions, or spectral weights, listeners were asked to lateralize stimuli consisting of eleven simultaneously presented 1-ERB-wide noise bands centered between 442 and 5544 Hz and separated by 1-ERB-wide gaps. Either ITDs or ILDs were varied independently across each noise band, while fixing the other interaural disparity to either 0 dB or 0 μs. The weights were obtained using a multiple linear regression analysis. In a second experiment, the effect of auditory enhancement on the spectral weights was investigated. The enhancement of single noise bands was realized by presenting ten of the noise bands as preceding and following sounds (pre- and post-cursors, respectively). Listeners were asked to lateralize the stimuli as in the first experiment. Results show that in the absence of pre- and post-cursors, only the lowest or highest frequency band received highest weight for ITD and ILD, respectively. Auditory enhancement led to significantly enhanced weights given to the band without the pre- and post-cursor. The weight enhancement could only be observed at low frequencies, when determined with ITD cues and for low and high frequencies for ILDs. Hence, the auditory system seems to be able to change the spectral weighting of binaural information depending on the information content.

scholarly journals THE INFLUENCE OF LOCUS OF CONTROL, SELF-EFFICACY, AND ACCOUNTING ACHIEVEMENT LEARNING ON ACCOUNTING CAREER MATURITY OF THE TWELFTH GRADE STUDENTS OF THE ACCOUNTING PROGRAM IN PRIVATE VOCATIONAL HIGH SCHOOLS

2017 ◽  
Vol 10 (1) ◽  
pp. 53
Author(s):  
Mohammad Danang Bahtiar
Keyword(s):  
High Schools ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Career Maturity ◽  
Total Sample ◽  
Multiple Linear Regression Analysis ◽  
Accounting Students ◽  
Twelfth Grade ◽  
Vocational High Schools

This study aimed to analyze the influence of locus of control, self-efficacy, and learning achievement in accounting on the career maturity of twelfth grade students of the accounting program in private vocational high schools. The population in the study were twelfth grade students of the Accounting Skills Program at SMK Wachid Hasyim, SMK Kartika 1, SMK and SMK Mahardhika Pawiyatan in the academic year 2015/2016 with a total sample of 175 students. Sampling was conducted using Proportional Sampling Systematic technique. This is descriptive research with quantitative approach, using multiple linear regression analysis. The results showed partially significant influence of the locus of control, self-efficacy, and learning achievements on career maturity of the accounting students, and a simultaneous influence of the locus of control, self-efficacy, and achievement of the twelfth grade students of the accounting Program in private vocational high schools.

scholarly journals The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

2019 ◽  
Vol 12 (9) ◽  
pp. 27
Author(s):  
Birsel Aybek ◽  
Serkan Aslan
Keyword(s):  
Self Efficacy ◽  
Personal Information ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
State University ◽  
Efficacy Belief ◽  
The Relationship ◽  
Predictive Relationship ◽  
Preparedness To Teach

The aim of this study is to reveal the relationship between pre-service teachers’ self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers’ readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers’ self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

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