Analysis Of The Attitude Of Secondary School Teachers Towards The Use Of Bichronous Online Learning

Authors

DOI:

https://doi.org/10.52634/mier/2024/v14/i1/2547

Keywords:

Attitude, Bichronous Online Learning, Secondary School Teachers

Abstract

Bichronous online learning is a recently coined terminology that refers to a blended form of synchronous (real-time online meeting) and asynchronous (anywhere, anytime learning) online learning. The present study aims to analyse the attitude of secondary school teachers towards bichronous online learning based on gender, locality, age, and type of institution. The sample consists of 100 secondary school teachers from 20 schools (10 each from government and private) in the Samba district. The investigator adopted the descriptive survey method and used a self-developed attitude scale for collecting data. The reliability and validity of the scale were also established by the investigator. For the analysis of data, Mean (M), Standard Deviation (SD), and Critical Ratio (CR) were used. The findings of the study reveal that there is a significant difference between the attitude of secondary school teachers based on gender (male and female), locality (urban and rural), age (below 40 and above 40), and type of institution (government and private). The results of the present investigation will help the stakeholders to take necessary steps to develop willingness among the teachers to use bichronous online learning in the teaching-learning process and make it more interesting and innovative.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Downloads

Published

2024-05-08

How to Cite

Panda, S. K., & Neha. (2024). Analysis Of The Attitude Of Secondary School Teachers Towards The Use Of Bichronous Online Learning. MIER Journal of Educational Studies Trends and Practices, 14(1), 119–131. https://doi.org/10.52634/mier/2024/v14/i1/2547

Issue

Volume 14, Issue 1, May 2024

Section

Articles

License

Copyright (c) 2024 sushanta Panda, Neha

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

  • Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
  • Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
  • Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
  • The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
Crossref
Scopus
Google Scholar
Europe PMC

References

Bhadana, S., & Dwivedi, S. K. (2023). Attitude of secondary school teachers towards e-learning in relation to their self-efficacy. International Journal of Creative Research Thoughts (IJCRT), 11(6), 2320-2882. Retrieved from https://ijcrt.org/papers/IJCRT2306139.pdf

Chandwani, S., Singh, N., & Singh, G. (2021). Attitude of faculty towards online teaching and learning in relation to certain variables: A study during coronavirus (COVID-19) pandemic in India. Library Philosophy and Practice, 5330. Retrieved from https://digitalcommons.unl.edu/libphilprac/5330

Gururaja, C. S. (2021). Teacher’s Attitude towards Online Teaching. In National virtual conference new education policy: A quality enhancer for inculcation of human values in higher education institutions (p. 379- 405). Retrieved from https://www.researchgate.net/publication/353336812

Kauts, A., & Gulati, P. (2022). Attitude of school students, teachers and parents towards online teaching-learning process. Scholarly Research Journal for Humanity Science & English Language, 10(52), 2348-3083. https://doi.org/10.21922/srjhsel.v10i52.11530 DOI: https://doi.org/10.21922/srjhsel.v10i52.11530

Kumar, P. (2017). Attitude of teacher educators towards e-learning. Bhartiyam International Journal of Education & Research, 6(4), 2277- 1255. Retrieved from http://www.gangainstituteofeducation.com/NewDocs/sept-2017/Dr-2.pdf

Martin, F., Polly, D., Rithzaupt, A. D., et al. (2020). Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning

Ministry of Human Resource Development, Government of India. (2020). National Education Policy. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Mohammadi, G. (2023). Teachers’ CALL professional development in syn- chronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge. Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00260-4 DOI: https://doi.org/10.1007/s40692-023-00260-4

Nguyen, H. T. (2023). Factors affecting high school teachers’ attitudes towards online teaching. International Journal of Online Pedagogy and Course Design (IJOPCD), 13(1), 1-15. https://doi.org/10.4018/IJOPCD.322790 DOI: https://doi.org/10.4018/IJOPCD.322790

Parveen, S. (2016). Attitude of secondary school teachers towards the usage of technology in classroom. Scholarly Research Journal for Interdisciplinary Studies, 5(43), 9555-9668. Retrieved from https://www.srjis.com/downloadPdf/1522476758Dr.Shakera%20Parveen.pdf/3447/101

Rahman, N. D., Rahim, S. A., Tobi, B., & Musa, M. A. H. (2022). Bichronous online learning: L2 learners’ perceptions. International Journal of Education, 7(47), 686-700. Retrieved from https://10.35631/IJEPC.747051 DOI: https://doi.org/10.35631/IJEPC.747051

Ramadan, K., Elatresh, J., Alzain, A., Tokeser, U., et al. (2019). Investigating instructors’ attitude towards the adoption of e-learning technology in Libyan higher education institutes: Case study; Misurata University. Australian Journal of Basic and Applied Sciences, 13(5), 43-54. Retrieved from http://www.ajbasweb.com/old/ajbas/2019/May/43-54(5).pdf

Sehjal, P. (2021). Teacher’s attitude towards information technology in relation to their gender, locality and type of school. International Research Journal on Advanced Science Hub (IRJASH), 3(3), 92-95. Retrieved from https://rspsciencehub.com/article_9886_25188caf3d17053e39fcdcd8e7db8997.pdf DOI: https://doi.org/10.47392/irjash.2021.072

Singha, K. S. (2021). Attitude of student-teachers towards online learning during COVID-19 period in Purulia district of West Bengal, India. International Journal of Science and Research (IJSR), 10(7), 2319-7064. Retrieved from https://www.ijsr.net/archive/v10i7/SR21711193253.pdf

Softic, S. K. (2015). Teacher’s technology use and attitude towards e-learning in higher education. In Expanding Learning Scenarios-EDEN Annual Conference Proceedings. Barcelona. https://doi.org/10.38069/edenconf-2015-ac-0061

Suri, G., & Sharma, S. (2016). Investigation of teacher’s attitude towards e-learning. A case study of Panjab University Chandigarh, India. Gian Jyoti E-Journal, 6(3).

Suri, G., & Sharma, S. (2017). Teachers’ attitude towards computer and e-learning: An exploratory study of Panjab University. Pacific Business Review International, 9(8). Retrieved from http://www.pbr.co.in/2017/2017_month/Feb/07.pdf

Utomo, D. T. P., & Ahsanah, F. (2022). The implementation of bichronous online learning: EFL students’ perceptions and challenges. Journal of English Language Teaching, 11(2), 134-147. Retrieved from https://www.academia.edu/9844488/Gender_Differences_in_Attitudes_towards_Information_Technology_among_Student_teachers DOI: https://doi.org/10.15294/elt.v11i2.54273