scholarly journals The Effect of Physical Education and Sports Teachers' Web-Technological Pedagogy Content Knowledge on Online Learning Readiness

2021 ◽  
Vol 15 (10) ◽  
pp. 3262-3268
Author(s):  
Nuh Osman Yildiz ◽  
Nuri Berk Gungor ◽  
Zulbiye Kacay ◽  
Fikret Soyer
Keyword(s):  
Online Learning ◽  
Physical Education ◽  
Content Knowledge ◽  
Personal Information ◽  
Linear Regression Analysis ◽  
School Level ◽  
Learning Readiness ◽  
Time Variables ◽  
High Level ◽  
Online Learning Readiness

Aim: The aim of this study was to examine whether the Web-Technological Pedagogy Content Knowledge of Physical Education and Sports Teachers had an Effect on Online Learning Readiness in terms of various demographic variables such as gender, school level and tenure. Methods: In line with this purpose, 180 Physical Education and Sports Teachers voluntarily participated in the research. In the research, Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were used as a data collection tool besides the personal information form prepared by the researcher. In the analysis of the data, descriptive statistics and Pearson Moments Multiplication Correlation Coefficient (r), Linear Regression Analysis, T-Test and One-Way ANOVA were used. It was determined that the participants had a high level of Web-Technological Pedagogy Content Knowledge and Online Learning Readiness. Results: While the results of the analysis showed that the level of web-technological pedagogy content knowledge did not differ according to gender and service time variables, it was determined that the level of online learning readiness was higher in women. In addition, it was determined that there was a positive and moderate relationship between Online Learning Readiness and Web-Technological Pedagogy Content Knowledge. Conclusion: As a result, it was determined that 38% of online learning readiness was explained by web-technological pedagogy content knowledge. Keywords: Readiness, Web-technological pedagogy content knowledge, Physical education and sports, Online learning

scholarly journals INVESTIGATION INTO ONLINE LEARNING READINESS OF HIGHER EDUCATION STUDENTS DURING COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 24-39
Author(s):  
Necati TAŞKIN ◽  
Kerem ERZURUMLU
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
Education Students ◽  
Learning Readiness ◽  
Grade Point ◽  
Smart Mobile Phone ◽  
High Level ◽  
Smart Mobile ◽  
Online Learning Readiness

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One-factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.

The effect of new online learning readiness on perceived usefulness of open distance learning implementation during Covid-19 outbreak

2021 ◽  
Author(s):  
S. A. Siti Nurshahidah ◽  
H. Mohd Sufiean ◽  
R. Abdul Rauf ◽  
Y. Fatimah Yazmin ◽  
A. W. Shafezah ◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Perceived Usefulness ◽  
Learning Readiness ◽  
Online Learning Readiness

Online Learning Readiness

2020 ◽  
Vol 34 (3) ◽  
pp. 180-193 ◽  
Author(s):  
Tanya Joosten ◽  
Rachel Cusatis
Keyword(s):  
Online Learning ◽  
Learning Readiness ◽  
Online Learning Readiness

Describing the Competence Perception Levels of Physical Education and Sports Teachers in Integrative Practices: Kirşehir Province Example

2021 ◽  
Vol 14 (2) ◽  
pp. 21
Author(s):  
Turan Başkonuş ◽  
Vahit Çiriş
Keyword(s):  
Physical Education ◽  
Personal Information ◽  
Weighted Average ◽  
Educational Status ◽  
Inclusive Practices ◽  
Significance Level ◽  
Data Collection Process ◽  
Significant Difference ◽  
High Level ◽  
Voluntary Basis

The objective of this research study is to describe the competence perception levels of physical education and sports teachers in integrative practices. The participants of the study were the physical education and sports teachers actively working in Kırşehir province who participated on a voluntary basis. In this research, the survey model was used. In the data collection process of the study, “Personal Information Form” and “Teacher Adequacy Scale in Inclusive Practices” were used. For testing the research data, the significance level was accepted as 0.05. In the analysis of the data, the items of the sub-problem were grouped, and independent samples t-test and one-way analysis of variance (ANOVA), were used in the scale together with descriptive statistics such as frequency (f), percentage (%), weighted average (X) and standard deviation (SD), and Mann Whitney U and Kruskall Wallis techniques were used for the sub-dimensions. The results of the research demonstrated that physical education and sports teachers have a high level of competence perception in inclusive practices. It was also determined that there was statistically no significant difference among the competence perception levels of teachers in inclusive practices concerning gender, professional experience, working location, and educational status.

Preparing Online Learning Readiness with Learner-Content Interaction

2016 ◽  
pp. 586-614
Author(s):  
Juhong Christie Liu ◽  
Elaine Roberts Kaye
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Content Interaction ◽  
Online Learning Readiness ◽  
Synchronous Online

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

scholarly journals Measuring Online Learning Readiness during Corona Virus Pandemic: an Evaluative Survey on History Teachers and Students in Tembilahan, Riau, Indonesia

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Atqo Akmal
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Learning System ◽  
Urban Region ◽  
Learning Readiness ◽  
History Teachers ◽  
Technical Problems ◽  
Corona Virus ◽  
Online Learning Readiness ◽  
The Way

Corona virus pandemic has rapidly changed the way of life, as well as the way of learning system in entire world. The need of information and communication technology (ICT) competencies and improved digital infrastructure are the main requirement to conducting the distance or online learning, In addition, both teacher and student must be adapted with this “abnormal” condition. Since the online learning or distance learning has been officially applied by Indonesian government at March 2020 then extended to unknown end time (the end of pandemic), a massive overhaul and evaluation are needed to begin a “new normal” learning period. This is an evaluative survey study about the online learning readiness during pandemic. The data has been collected equally using online survey platform from three hundreds high school students in the rural and urban region; and thirty history teachers. Based on the research, mainly students and teacher are not well prepared and fully ready for conducted online learning due to technical problems such as stability of internet access, internet network availability, and financial issue. Consequently, in long-term effect, the unbalanced in preparation of online learning could be resulted in digital divided which raise the inequality of quality education between the learners. 

scholarly journals Analysis of Online Learning Readiness Level at Universitas Nahdlatul Ulama Surabaya (UNUSA)

2021 ◽  
Vol 5 (01) ◽  
pp. 23-34
Author(s):  
Endang Sulistiyani ◽  
Rizqi Putri Nourma Budiarti
Keyword(s):  
Online Learning ◽  
Network Access ◽  
Measurement Instruments ◽  
Learning Readiness ◽  
Five Dimensions ◽  
Critical Success ◽  
Qualitative Approaches ◽  
Readiness Level ◽  
E Learning ◽  
Online Learning Readiness

Since a few years ago, blended learning has been implemented by UNUSA. However, until now, the implementation is still not optimal. Various obstacles, such as network access, availability of devices, and unclear rules in implementing online learning, still occur. Readiness analysis is one of the critical success in online learning implementation.  The main objective of this research is to conduct online learning readiness studies at UNUSA. This research was carried out in three main stages: the preparation of measurement instruments, data collection, and analysis of readiness level. The method used is descriptive research method with quantitative and qualitative approaches. The Seakow & Samson e-learning readiness model with five dimensions of readiness, namely policy, technology, financial, human resource, and infrastructure, is used in this study. The result of this study shows that that UNUSA's level of readiness in implementing online learning is in the Ready category, requiring improvement to implement it with a readiness score of 3.68. The dimension with the highest score is technology, which is 3.84. Meanwhile, infrastructure and policy scored 3.77 and 3.72, respectively. The human resources dimension has a readiness score of 3.6. In contrast, the dimension with the lowest score is the financial dimension.

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