Illusions and revisions of online readiness: The counter-intuitive impact of rapid immersion in digital learning due to COVID-19
Description
Participants were drawn from teacher education programs within a University in the Republic of Ireland. These included undergraduate students who were enrolled in concurrent teacher education degree programs across multiple disciplines (Technology, Sciences, Physical Education, Maths & Languages) and postgraduate students who were completing a Professional Masters in Education (PME) across multiple disciplines (Technology, Sciences, Physical Education, Maths, Music & Languages). Student teachers were invited to complete the Online Learning Readiness Scale (Hung et al. 2010) prior to their first school placement resulting in a response rate of 70%. The second group was invited to complete the same scale prior to their second school placement resulting in a response rate of 56%.
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Steps to reproduce
Basic statistical tests as outlined in the paper. CFA and associated graphics completed using AMOS. Scale used was delivered and completed online. Original scale development paper referenced in the article.