Are K–12 Teachers Ready for E-learning?
DOI:
https://doi.org/10.19173/irrodl.v23i2.6082Keywords:
e-learning, readiness factor, teachers' e-learning readiness, scale development, K-12 teachersAbstract
Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.
References
Agboola, A. K. (2006). Assessing the awareness and perceptions of academic staff in using e-learning tools for instructional delivery in a post-secondary institution: A case study. The Innovation Journal: The Public Sector Innovation Journal, 11(3), 1–12. https://www.innovation.cc/scholarly-style/2006_11_3_4_agboola_islamic-university.pdf
Akaslan, D., & Law, E. L. C. (2011). Measuring teachers’ readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. In Proceedings of 2011 IEEE Global Engineering Education Conference: Learning environments and ecosystems in engineering education (pp. 481–490). IEEE. https://doi.org/10.1109/EDUCON.2011.5773180
Al-Furaydi, A. A. (2013). Measuring e-learning readiness among EFL teachers in intermediate public schools in Saudi Arabia. English Language Teaching, 6(7), 110–121. http://doi.org/10.5539/elt.v6n7p110
Almpanis, T. (2015). Staff development and institutional support for technology enhanced learning in UK universities. The Electronic Journal of E-Learning, 13(5), 381–389. https://academic-publishing.org/index.php/ejel/article/view/1940/1903
Amalia, R. R., Anggoro, S., & Eka, K. I. (2021). Identification of teachers and students’ readiness to e-learning implementation. Journal of Teaching and Learning in Elementary Education (JTLEE), 4(2), 170–179. https://jtlee.ejournal.unri.ac.id/index.php/JTLEE/article/download/7884/6822
Aydin, C., & Tasci, D. (2005). Measuring readiness for e-learning: Reflections from an emerging country. Educational Technology & Society, 8(4), 244–257. https://www.jstor.org/stable/jeductechsoci.8.4.244
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Barefoot, B. O. (2004). Higher education’s revolving door: Confronting the problem of student drop out in U.S. colleges and universities. Open Learning, 19(1), 9–18. https://doi.org/10.1080/0268051042000177818
Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161. https://doi.org/10.1016/0167-8116(95)00038-0
Berge, Z. L., Collins, M., & Dougherty, K. (2000). Design guidelines for web-based courses. In B. Abbey (Ed.), Instructional and Cognitive Impacts of Web-Based Education (pp. 32–40). IGI Global. http://doi.org/10.4018/978-1-878289-59-9.ch002
Correa, T. (2010). The participation divide among “online experts”: Experience, skills, and psychological factors as predictors of college students’ web content creation. Journal of Computer-Mediated Communication, 16(1), 71–92. https://doi.org/10.1111/j.1083-6101.2010.01532.x
Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Yükseköğretimde çevrimiçi öğrenme: sistemde yaşanan sorunlar ve çözüm önerileri [Education in higher education: Problems experienced and solution suggestions]. Journal of European Education, 1(1), 25–34. http://www.ajindex.com/dosyalar/makale/acarindex-1423906196.pdf
Çiğdem, H., & Topcu, A. (2015). Predictors of instructors’ behavioral intention to use learning management system: A Turkish vocational college example. Computers in Human Behavior, 52, 22–28. https://doi.org/10.1016/j.chb.2015.05.049
Çınar, M., Ekici, M., & Demir, Ö. (2021). A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey. Teaching and Teacher Education, 107(2021), 1–10. https://doi.org/10.1016/j.tate.2021.103478
Demir, Ö., & Yurdugül, H. (2015). The exploration of models regarding e-learning readiness: Reference model suggestions. International Journal of Progressive Education, 11(1), 173–194. https://ijpe.inased.org/makale_indir/2420
Engholm, P., & McLean, J. J. (2002). What determines an organisation's readiness for e-learning? In A. Green (Ed.), E-business in Australia: Concepts and cases (pp. 200 - 212). Pearson Australia Group.
Eslaminejad, T., Masood, M., & Ngah, N. A. (2010). Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Medical Teacher, 32(10), 407–412. https://doi.org/10.3109/0142159X.2010.496006
Field, A. P. (2009). Discovering statistics using SPSS: And sex and drugs and rock ‘n’ roll. Sage.
Gay, G. H. E. (2016). An assessment of online instructor e-learning readiness before, during, and after course delivery. Journal of Computing in Higher Education, 28(2), 199–220. https://doi.org/10.1007/s12528-016-9115-z
Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 179–220. https://doi.org/10.24059/olj.v22i2.1255
Hong, Y. & Gardner, L. (2018). An exploration of undergraduates’ preparedness and experiences in blended courses. In M. Tanabu & D. Senoo (Eds.), PACIS 2018 proceedings. Article 156. Association for Information Systems (AIS). https://aisel.aisnet.org/pacis2018/156
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://academic-publishing.org/index.php/ejbrm/article/view/1224/1187
Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, S. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141–158. https://doi.org/10.1080/1475939X.2020.1839543
Hu, K., AlSaqqaf, A., & Swanto, S. (2020). E-learning readiness among English teachers in Malaysia: A pilot study. Journal of English Language Teaching Innovations and Materials, 2(2), 120–127. http://dx.doi.org/10.26418/jeltim.v2i2.42155
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Izquierdo, I., Olea, J., & Abad, F. J. (2014). Exploratory factor analysis in validation studies: Uses and recommendations. Psicothema, 26(3), 395–400. https://doi.org/10.7334/psicothema2013.349
Johnson, S. G., & Berge, Z. (2012). Online education in the community college. Community College Journal of Research and Practice, 36(11), 897–902. https://doi.org/10.1080/10668920903323948
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36. https://doi.org/10.1007/BF02291575
Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in e-learning outcomes: An empirical study. Computers & Education, 57(3), 1919–1929. https://doi.org/10.1016/j.compedu.2011.04.005
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford Publications.
Koloseni, D., & Mandari, H. (2017). The role of personal traits and learner’s perceptions on the adoption of e-learning systems in higher learning institutions. African Journal of Finance and Management, 26(1), 61–75. https://www.researchgate.net/publication/319980804_The_Role_of_Personal_Traits_and_Learner%27s_Perceptions_on_the_Adoption_of_E-learning_Systems_in_Higher_Learning_Institutions
Le, H. K., Sriratanaviriyakul, N., Nkhoma, M., & Vo, H. X. (2014). Ho Chi Minh City Open University: IT governance in Vietnamese higher education. Journal of Information Technology Education: Discussion Cases, 3(1), 1–11. https://doi.org/10.28945/2055
Lopes, C. (2007). Evaluating E-learning readiness in a health sciences higher education institution. Paper presented at the proceedings of IADIS international conference of E-learning, Portugal.
Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perceptions of their readiness to teach online. Online Learning, 23(3), 97–119. https://doi.org/10.24059/olj.v23i3.1555
Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2019). Examining faculty readiness to teach online: A comparison of US and German educators. European Journal of Open, Distance and E-learning, 22(1), 53–69. https://doi.org/10.2478/eurodl-2019-0004
Mercado, C. (2008, December 11–12). Readiness assessment tool for an e-learning environment implementation [Conference session]. Fifth International Conference on E-Learning for Knowledge-Based Society, Bangkok, Thailand. http://ijcim.th.org/SpecialEditions/v16nSP3/18_fullpaper_cecilia%20Mercado_Revised.pdf
Mirabolghasemi, M., Choshaly, S. H., & Iahad, N. A. (2019). Using the HOT-fit model to predict the determinants of e-learning readiness in higher education: A developing country’s perspective. Education and Information Technologies, 24(6), 3555–3576. https://doi.org/10.1007/s10639-019-09945-9
Moftakhari, M. M. (2013). Evaluating e-learning readiness of faculty of letters of Hacettepe [Unpublished master’s thesis]. Hacettepe University.
Obara, J. K., & Abulokwe, A. C. (2012). Utilization of e-learning for effective teaching of vocational education courses in Nigeria. International Journal of Research Development (Global Academic Group), 7(1), 1–8. https://www.globalacademicgroup.com/journals/approaches/Utilization%20of%20E-Learning%20for%20Effective%20Teaching%20of%20Vocation.pdf
Oketch, H., Njihia, J., & Wausi, A. (2014). E-learning readiness assessment model in Kenya’s higher education institutions: A case study of University of Nairobi. International Journal of Scientific Knowledge, 5(6), 29–41. https://profiles.uonbi.ac.ke/njihia/files/elearning_readiness__assessment_model_in_kenya.pdf
Ouma, G. O. (2013). E-learning readiness in public secondary schools in Kenya. European Journal of Open, Distance and E-learning, 16(2), 97–110. https://files.eric.ed.gov/fulltext/EJ1017522.pdf
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Open University Press.
Paturusi, S., Chisaki, Y., & Usagawa, T. (2015). Assessing lecturers’ and students’ readiness for e-learning: A preliminary study at national university in North Sulawesi Indonesia. GSTF Journal on Education (JEd), 2(2), 1–8. https://doi.org/10.5176/2345-7163_2.2.50
Phan, T. T. N., & Dang, L. T. T. (2017). Teacher readiness for online teaching: A critical review. International Journal Open Distance E-Learning, 3(1), 1–16. https://ijodel.com/wp-content/uploads/2017/12/001_Phan_Dang.pdf
Pusparini, K. S., Made Hery Santosa, S. P., & Myartawan, I. P. N. W. (2018). An investigation on teachers’ e-learning readiness toward e-learning implementation in public senior high schools. Journal Pendidikan Bahasa Inggris Undiksha, 5(2), 1–10. https://ejournal.undiksha.ac.id/index.php/JPBI/article/download/15160/9263
Sáinz, M., & López-Sáez, M. (2010). Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers & Education, 54(2), 578–587. https://doi.org/10.1016/j.compedu.2009.09.007
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23–74. https://www.researchgate.net/publication/251060246_Evaluating_the_Fit_of_Structural_Equation_Models_Tests_of_Significance_and_Descriptive_Goodness-of-Fit_Measures
Setati, P. P., & Paledi, V. N. (2019). Conceptualised framework for assessing teachers’ e-learning readiness in South African rural schools. In N. M. Ochara & J. N. Odhiambo (Eds.), 2019 Open Innovations Conference (pp. 320–330). IEEE. https://www.doi.org/10.1109/OI.2019.8908204
So, T., & Swatman, P. M. (2006). E-learning readiness of Hong Kong teachers. University of South Australia. https://nurhadiw.files.wordpress.com/2010/08/swatman.pdf
Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social Behavior Science, 2(2), 2671–2675. https://doi.org/10.1016/j.sbspro.2010.03.393
Tabachnick, G. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Duxbury Press.
Texas A&M University. (2021). Readiness for Online Teaching Survey. https://www.tamut.edu/Training/downloads/Readiness_Survey.xlsx
Trayek, F. A., Ahmad, T. B. T., Nordin, M. S., Dwikat, M. A., Abulibdeh, E. S. A., Asmar, M., & Sawari, S. S. M. (2016). Underlying structure of e-learning readiness among Palestinian secondary school teachers. MATEC Web of Conferences: 2016 8th International Conference on Computer and Automation Engineering, 56, Article 01011. https://doi.org/10.1051/matecconf/20165601011
University of Toledo. (2021). Faculty Online Teaching Readiness Survey. https://www.utdl.edu/lv/assessments/faculty_readiness.html
Wheaton, B., Muthen, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8(1), 84–136. https://doi.org/10.2307/270754
Yun, G. P., & Murad, M. W. (2006). Factors influencing psychology and skills of the secondary school teachers’ e-learning readiness: A case study in Malacca, Malaysia. In Current developments in technology-assisted education (pp. 2135–2140). Formatex. http://library.oum.edu.my/oumlib/sites/default/files/file_attachments/odl-resources/4304/factors-influencing.pdf
Yusof, M. M., Kuljis, J., Papazafeiropoulou, A., & Stergioulas, L. K. (2008). An evaluation framework for health information systems: Human, organization and technology-fit factors (HOT-fit). International Journal of Medical Informatics, 77(6), 386–398. https://doi.org/10.1016/j.ijmedinf.2007.08.011
Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311–319. https://doi.org/10.1080/0144929X.2018.1436590
Ziphorah, R. M. (2014). Information and communication technology integration: Where to start, infrastructure or capacity building? Procedia—Social and Behavioral Sciences, 116, 3649–3658. https://doi.org/10.1016/j.sbspro.2014.01.818
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International Licence. The copyright of all content published in IRRODL is retained by the authors.
This copyright agreement and use license ensures, among other things, that an article will be as widely distributed as possible and that the article can be included in any scientific and/or scholarly archive.
You are free to
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms below:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
