Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas
AbstractTeacher readiness is an important consideration in online teaching and learning (OTL). To achieve successful OTL, teachers should have sufficient hardware, technical skills, and access to the internet. Although many studies have focused on OTL, none has examined teachers’ readiness for stude...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292864 |
| _version_ | 1797351469928677376 |
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| author | Nurhikmah Hasyim Arismunandar Ranta Butarbutar Abdul Malik Ramli Imam Dedikasi Malik Nur |
| author_facet | Nurhikmah Hasyim Arismunandar Ranta Butarbutar Abdul Malik Ramli Imam Dedikasi Malik Nur |
| author_sort | Nurhikmah Hasyim |
| collection | DOAJ |
| description | AbstractTeacher readiness is an important consideration in online teaching and learning (OTL). To achieve successful OTL, teachers should have sufficient hardware, technical skills, and access to the internet. Although many studies have focused on OTL, none has examined teachers’ readiness for student outcomes. To fill these gaps, this study aimed to reflect on the teacher readiness category for student outcomes in the South Sulawesi Province, Indonesia. We examine quantitative closed-ended questionnaires and documents of students’ evaluation reports using descriptive statistics by leveraging the SPSS application. Teachers’ readiness was categorized as (1) very good (43.69%), (2) good (50.70%), (3) moderate (5.14%), or (4) poor or less (0.46%). Moreover, this study demonstrated that student outcomes in urban areas were better than those in suburban areas. This implies that the readiness category of teachers in urban areas is better than that of suburban OTL. The better the teacher readiness category, the higher the students’ online learning outcomes. Therefore, this study suggests that future research should focus on three areas: (1) how willing teachers are to change student outcomes by participating in class experiments; (2) why teachers do OTL; and (3) how competent principals are at doing OTL that works. |
| first_indexed | 2024-03-08T12:59:56Z |
| format | Article |
| id | doaj.art-07e96f3ee51a4eafb2969b89df9bd1d3 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T12:59:56Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-07e96f3ee51a4eafb2969b89df9bd1d32024-01-19T06:46:50ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2023.2292864Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areasNurhikmah Hasyim0Arismunandar1Ranta Butarbutar2Abdul Malik Ramli3Imam Dedikasi Malik Nur4Teknologi Pendidikan, Universitas Negeri Makassar, Makassar, IndonesiaManajemen Pendidikan, Universitas Negeri Makassar, Makassar, IndonesiaPendidikan Bahasa Inggris, Universitas Musamus Merauke, Makassar, IndonesiaIlmu Pendidikan, Universitas Negeri Makassar, Makassar, IndonesiaPsikologi, Universitas Negeri Makassar, Makassar, IndonesiaAbstractTeacher readiness is an important consideration in online teaching and learning (OTL). To achieve successful OTL, teachers should have sufficient hardware, technical skills, and access to the internet. Although many studies have focused on OTL, none has examined teachers’ readiness for student outcomes. To fill these gaps, this study aimed to reflect on the teacher readiness category for student outcomes in the South Sulawesi Province, Indonesia. We examine quantitative closed-ended questionnaires and documents of students’ evaluation reports using descriptive statistics by leveraging the SPSS application. Teachers’ readiness was categorized as (1) very good (43.69%), (2) good (50.70%), (3) moderate (5.14%), or (4) poor or less (0.46%). Moreover, this study demonstrated that student outcomes in urban areas were better than those in suburban areas. This implies that the readiness category of teachers in urban areas is better than that of suburban OTL. The better the teacher readiness category, the higher the students’ online learning outcomes. Therefore, this study suggests that future research should focus on three areas: (1) how willing teachers are to change student outcomes by participating in class experiments; (2) why teachers do OTL; and (3) how competent principals are at doing OTL that works.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292864online teaching and learningstudents’ outcomeTPACKurbansuburban |
| spellingShingle | Nurhikmah Hasyim Arismunandar Ranta Butarbutar Abdul Malik Ramli Imam Dedikasi Malik Nur Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas Cogent Education online teaching and learning students’ outcome TPACK urban suburban |
| title | Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas |
| title_full | Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas |
| title_fullStr | Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas |
| title_full_unstemmed | Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas |
| title_short | Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas |
| title_sort | mind mapping of teachers readiness for online teaching and learning a reflective study of urban and suburban areas |
| topic | online teaching and learning students’ outcome TPACK urban suburban |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292864 |
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