Prioritising barriers of online teaching during COVID-19 from teachers' perspective: using the analytic hierarchy process

被引：4

作者：

Gupta, Kriti Priya ^{[1
]}

Bhaskar, Preeti ^{[2
]}

Joshi, Amit ^{[3
]}

机构：

[1] Symbiosis Int Deemed Univ, Symbiosis Ctr Management Studies, Noida, India

[2] Univ Technol & Appl Sci, Ibra, Oman

[3] ICFAI Univ, ICFAI Business Sch, Dehra Dun, Uttarakhand, India

来源：

INTERNATIONAL JOURNAL OF KNOWLEDGE AND LEARNING | 2022年 / 15卷 / 03期

关键词：

AHP approach; barriers; COVID-19; online teaching; prioritisation; teachers' perspective; EDUCATION;

D O I：

10.1504/IJKL.2022.123956

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Online teaching is no longer a choice but is an essential requirement for teachers due to the outbreak of global pandemic COVID-19. In India, lockdown conditions are still in force, and educational institutions are closed until further notice. Teachers are conducting online sessions from their homes, so it is important to identify the barriers encountered by teachers in online teaching. The purpose of this paper is to identify and prioritise the barriers faced by teachers in online teaching during COVID-19 pandemic in the HEIs of India. AHP approach is employed to prioritise the barriers encountered by teachers in online teaching during COVID-19 pandemic. The data was collected from 27 teachers working in various universities of Uttarakhand, India. These findings indicate that 'lack of institutional support' is the main barrier followed by home environment settings, technical issues, teachers' readiness, and students' readiness in online teaching during COVID-19 pandemic in India.

引用

页码：203 / 232

页数：30

共 50 条

[11] Factors influencing teachers' satisfaction and performance with online teaching in universities during the COVID-19
Du, Wenbin
Liang, Ruoyu
Zhang, Jing
Wang, Lei
FRONTIERS IN PSYCHOLOGY, 2023, 14
[12] Teachers' intention to continue the use of online teaching tools post Covid-19
Bajaj, Parul
Khan, Adil
Tabash, Mosab I.
Anagreh, Suhaib
COGENT EDUCATION, 2021, 8 (01):
[13] Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development
Carlos González
Daniel Ponce
Violeta Fernández
Educational technology research and development, 2023, 71 : 55 - 78
[14] Exploring Effective Online-Teaching Transition of College Teachers During COVID-19
Prakasha, G. S.
Benoy, Aparna
INTERNATIONAL JOURNAL OF ONLINE PEDAGOGY AND COURSE DESIGN, 2022, 12 (01)
[15] Online teaching efficacy and its determinants among Chinese college teachers during the COVID-19 pandemic online teaching
Li, Shifeng
Xu, Qiongying
Dang, Baobao
FRONTIERS IN EDUCATION, 2024, 9
[16] Teacher Efficacy for Online Teaching During the COVID-19 Pandemic
Dolighan, Tim
Owen, Michael
BROCK EDUCATION-A JOURNAL OF EDUCATIONAL RESEARCH AND PRACTICE, 2021, 30 (01) : 95 - 116
[17] Teachers' experiences of teaching online during COVID-19: implications for postpandemic professional development
Gonzalez, Carlos
Ponce, Daniel
Fernandez, Violeta
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2023, 71 (01): : 55 - 78
[18] COVID-19 pandemic and Online Teaching from the Lenses of K-12 STEM Teachers in Albania
Hysaj, Ajrina
IEEE TALE2021: IEEE INTERNATIONAL CONFERENCE ON ENGINEERING, TECHNOLOGY AND EDUCATION, 2021, : 762 - 768
[19] Teaching bioethics online during Covid-19: Reflections from Pakistan
Shirazi, Bushra
Shekhani, Sualeha Siddiq
Moazam, Farhat
INTERNATIONAL JOURNAL OF ETHICS EDUCATION, 2023, 8 (01) : 85 - 98
[20] Transition to online teaching during the COVID-19 pandemic
John Lemay, David
Doleck, Tenzin
Bazelais, Paul
INTERACTIVE LEARNING ENVIRONMENTS, 2023, 31 (04) : 2051 - 2062

← 1 2 3 4 5 →