Open AccessPreservice Teachers’ Evolving View of the Impact of the COVID-19 Pandemic on Online Learning
Author(s) -
Xin Bai
Publication year - 2022
Publication title -
international journal of emerging technologies in learning/international journal: emerging technologies in learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.454
H-Index - 24
eISSN - 1868-8799
pISSN - 1863-0383
DOI - 10.3991/ijet.v17i04.25923
Subject(s) - covid-19 , online learning , pandemic , psychology , mathematics education , higher education , qualitative property , medical education , computer science , multimedia , medicine , political science , disease , pathology , machine learning , infectious disease (medical specialty) , virology , outbreak , law
The purpose of this study is to investigate preservice teachers’ evolving views towards online learning, technological self-efficacy, and their outlook regarding the strengths and constraints of online learning after a forced transition to online learning during the pandemic of COVID-19. 104 students from two semesters participated in the study. They took Teacher Education as a major or minor. Group 1 was from the Fall semester of 2020. Group 2 was from the following semester of Spring 2021. Group 2 had one more semester of online learning experiences. A mixed-methods design was used to analyze both quantitative and qualitative data from an online survey. Results show preservice teachers’ technological self-efficacy and interest increased over time and their attitudes towards online learning became significantly positive. This study provides a concrete understanding of preservice teachers’ evolving view towards online education, which could have a critical impact on the adoption of online learning in the future K-12 settings.