Pub Date : 2022-02-28DOI: 10.37234/cjmmr.2021.0201.a07
L. George, Glenda H.E. Gay, Loraine D. Cook, Schontal Moore
Due to concerns related to the increasing spread of the coronavirus (COVID-19), from March 2020, traditional face-to-face classes at all educational levels in Jamaica were replaced with online teaching and learning. This convergent mixed methods study compared university students’ reported readiness for engaging in online learning within this context, with lecturers’ views of the challenges that students experienced with the transition to emergency remote learning. Quantitative data were collected from 132 university students in one department using an online survey, while qualitative data were collected from nineteen lecturers who taught a total of forty courses within the same department using a questionnaire that was disseminated via email. One key finding is that most students reported being technologically prepared, but exhibited poor technical aptitude, online study skills and weak online learning lifestyles that are required for engaging in online learning. This finding was corroborated by lecturers who also noted that some students appeared to be unfamiliar with technology tools. The findings suggest that instruction should be organized in ways that accommodate students’ technical challenges. However, it is imperative that there is shared collaboration and a community endeavour to improve students’ technical aptitude, study habits and learning lifestyle for improved online learning readiness.
{"title":"University Students’ Readiness for Online Learning in the Context of Emergency Remote Learning: A Comparison of Students’ Preparedness and Lecturers’ Views","authors":"L. George, Glenda H.E. Gay, Loraine D. Cook, Schontal Moore","doi":"10.37234/cjmmr.2021.0201.a07","DOIUrl":"https://doi.org/10.37234/cjmmr.2021.0201.a07","url":null,"abstract":"Due to concerns related to the increasing spread of the coronavirus (COVID-19), from March 2020, traditional face-to-face classes at all educational levels in Jamaica were replaced with online teaching and learning. This convergent mixed methods study compared university students’ reported readiness for engaging in online learning within this context, with lecturers’ views of the challenges that students experienced with the transition to emergency remote learning. Quantitative data were collected from 132 university students in one department using an online survey, while qualitative data were collected from nineteen lecturers who taught a total of forty courses within the same department using a questionnaire that was disseminated via email. One key finding is that most students reported being technologically prepared, but exhibited poor technical aptitude, online study skills and weak online learning lifestyles that are required for engaging in online learning. This finding was corroborated by lecturers who also noted that some students appeared to be unfamiliar with technology tools. The findings suggest that instruction should be organized in ways that accommodate students’ technical challenges. However, it is imperative that there is shared collaboration and a community endeavour to improve students’ technical aptitude, study habits and learning lifestyle for improved online learning readiness.","PeriodicalId":355532,"journal":{"name":"Caribbean Journal of Mixed Method Research","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134151275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.37234/cjmmr.2021.0201.a01
Desirée Dornally Antonio, J. Regan
The continuing professional development (CPD) of teacher educators has been receiving more attention over the past two decades globally. Reportedly, teacher educators (TEs) have transitioned directly to teaching in higher education (HE) as school teachers without formal preparation or support in some cases. My study aims to understand issues that promote and or hinder the CPD of the TEs within the ecological environment of the OECS and identify policy areas as a response to issues raised. The Ecological Systems Theory of Human Development was used as the theoretical framework. A Mixed Method, exploratory, sequential QUAL-quan design, is used. Data was collected in Phase 1 through semi-structured interviews from six teacher educators and eight other participants who occupy different levels of the ecological context. In Phase 2, an online survey which was informed from the interview responses was developed and administered to the population (n=53) of the TEs. Data analysis was conducted using thematic analysis and simple descriptive statistics for the Phases respectively. Integration occurred at reporting and discussion of findings. Findings revealed that participants value CPD but a weak CPD culture exists. Findings indicate lack of financial support and recognition for CPD efforts, heavy workload, family commitments, costs, time and appropriate support from the various systems within the ecological environment hindered more than promoted their development. A consensus emerged among participants, that proper systems and policies are needed to systematically address the CPD of the TEs. Recommendations are made in light of the findings.
{"title":"How context influences the Continuing Professional Development of Teacher Educators within the ecological environment of the island territories of the Organisation of Eastern Caribbean States","authors":"Desirée Dornally Antonio, J. Regan","doi":"10.37234/cjmmr.2021.0201.a01","DOIUrl":"https://doi.org/10.37234/cjmmr.2021.0201.a01","url":null,"abstract":"The continuing professional development (CPD) of teacher educators has been receiving more attention over the past two decades globally. Reportedly, teacher educators (TEs) have transitioned directly to teaching in higher education (HE) as school teachers without formal preparation or support in some cases. My study aims to understand issues that promote and or hinder the CPD of the TEs within the ecological environment of the OECS and identify policy areas as a response to issues raised. The Ecological Systems Theory of Human Development was used as the theoretical framework. A Mixed Method, exploratory, sequential QUAL-quan design, is used. Data was collected in Phase 1 through semi-structured interviews from six teacher educators and eight other participants who occupy different levels of the ecological context. In Phase 2, an online survey which was informed from the interview responses was developed and administered to the population (n=53) of the TEs. Data analysis was conducted using thematic analysis and simple descriptive statistics for the Phases respectively. Integration occurred at reporting and discussion of findings. Findings revealed that participants value CPD but a weak CPD culture exists. Findings indicate lack of financial support and recognition for CPD efforts, heavy workload, family commitments, costs, time and appropriate support from the various systems within the ecological environment hindered more than promoted their development. A consensus emerged among participants, that proper systems and policies are needed to systematically address the CPD of the TEs. Recommendations are made in light of the findings.","PeriodicalId":355532,"journal":{"name":"Caribbean Journal of Mixed Method Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130612487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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