مقاله انگلیسی بررسی تجربی ادراک دانش‌آموزان نسبت به آموزش و اثربخشی کلاس‌های آنلاین
ترجمه نشده

مقاله انگلیسی بررسی تجربی ادراک دانش‌آموزان نسبت به آموزش و اثربخشی کلاس‌های آنلاین

عنوان فارسی مقاله: بررسی تجربی ادراک دانش‌آموزان نسبت به آموزش، سبک تدریس و اثربخشی کلاس‌های آنلاین
عنوان انگلیسی مقاله: An empirical study of student perception towards pedagogy, teaching style and effectiveness of online classes
مجله/کنفرانس: آموزش و فناوری اطلاعات - Education and Information Technologies
رشته های تحصیلی مرتبط: علوم تربیتی، مدیریت
گرایش های تحصیلی مرتبط: آموزش و پرورش ابتدایی، برنامه ریزی درسی، مدیریت تکنولوژی
کلمات کلیدی فارسی: کلاس های آنلاین، آموزش آنلاین، اثربخشی تدریس، سبک تدریس، معلمان آنلاین تازه وارد
کلمات کلیدی انگلیسی: Online Classes, Online Pedagogy, Teaching Efectiveness, Teaching Style, First time online teachers
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1007/s10639-021-10793-9
دانشگاه: IILM University, 1 Knowledge Centre, India
صفحات مقاله انگلیسی: 22
ناشر: اسپرینگر - Springer
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2022
ایمپکت فاکتور: 2.917 در سال 2020
شاخص H_index: 41 در سال 2020
شاخص SJR: 0.919 در سال 2020
شناسه ISSN: 1360-2357
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
آیا این مقاله فرضیه دارد: دارد
کد محصول: E16075
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Abstract
Keywords
Introduction
Theory
Methods
Findings and discussion
Conclusions, limitations, recommendations and future scope of research
References

بخشی از مقاله (انگلیسی)

Abstract
Purpose of the Research With online education taking centerstage in recent times, the primary objective of this study is to fnd out the student perception of online classes from teachers who had no past experience of online teaching, with respect to their teaching efectiveness, teaching style and pedagogy in an online classroom. This study is exploratory in nature. Using a structured questionnaire, 356 completed responses were received and analysed using the available research tools. Principle Results The dynamics of education have changed overnight. The fndings of the study indicate that pedagogy, teaching style and teaching efectiveness signifcantly afect student perception towards online classes by frst time online teachers. Major Conclusions The role of the teachers has changed drastically and there is a need for them to prepare themselves for the new normal using the suitable pedagogical tools for creating an efective online classroom.
Introduction
Increased educational opportunities, new learning models and technological advances have fast infuenced not only education but the society as a whole (Harasim, 2000). The online world has provided a space for educators to share knowledge, provide consultation and advice (Woollard, 2011). Pedagogical strategies have changed substantially (Dwivedi et al., 2019) and online learning has gained momentum with increased usage of ICT (Information and Communication Technologies). The domains of learning and teaching in higher education have experienced dramatic changes due to Covid-19 with a mandatory online education environment. Educational institutions (schools, colleges, and universities) have been quick to rapidly adapt technology and implement the practices of online education. Overnight, all teaching–learning went online irrespective of teachers having any past online teaching / learning experience. Before Covid-19, only selected educational institutions were providing internet-based online courses to complement their classroombased courses and, some educational institutions were providing distance education, but now almost all of the educational institutions have moved their teaching online or in virtual space as a new normal.  The mediums, formats and technologies in teaching have changed, and the teaching style, pedagogy and efectiveness have all been drastically afected.