| Autor: |
Lucas Kohnke, Di Zou, Ruofei Zhang |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Knowledge Management & E-Learning: An International Journal, Vol 15, Iss 2, Pp 192-213 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2073-7904 |
| DOI: |
10.34105/j.kmel.2023.15.011 |
| Popis: |
The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers’ perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners’ perceptions of synchronous online learning: the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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