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Teacher Perceptions of e-Learning Du...

Cooper, Thomas Allen, II.

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Teacher Perceptions of e-Learning During Covid-19 in Low- and High-Income Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Perceptions of e-Learning During Covid-19 in Low- and High-Income Schools./
Author:	Cooper, Thomas Allen, II.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	122 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28647473
ISBN:	9798538105786

Teacher Perceptions of e-Learning During Covid-19 in Low- and High-Income Schools.
Cooper, Thomas Allen, II.

Teacher Perceptions of e-Learning During Covid-19 in Low- and High-Income Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 122 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--Marshall University, 2021.

This item must not be sold to any third party vendors.

This study examined if there were significant differences among K-12 teachers at low-income and high-income schools on their perceptions of various aspects of e-learning due to COVID-19. The study also sought to collect data concerning how teachers' perceptions of technology may have changed, what factors impacted their ability to conduct e-learning, and what factors most impacted their students' performance during e-learning due to COVID-19. A concurrent nested mixed-methods design was used. A 15-item self-report survey containing both Likert scale and open-ended questions was developed by the researcher to assess differences in teachers' perceptions. Findings indicated a statistically significant difference in perceptions on the impact of a lack of device on student performance. Emergent theme analysis revealed that teachers at low-income school were more likely to have a positive change in their view of technology, attribute effective e-learning to professional development, become aware of the impact of socio-economic status on student performance, cite parental support as a factor in good performance for students during e-learning, and mention a lack of access to the internet as a factor in poor student performance. Conversely, teachers at high-income schools were more likely to have a negative change in their view of technology, attribute effective e-learning to their personal skill, change their classroom policies to accommodate students during e-learning, cite previous in-person performance as a factor in good performance for students, and mention a lack of parental support as a factor in poor student performance.

ISBN: 9798538105786Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

COVID-19

Teacher Perceptions of e-Learning During Covid-19 in Low- and High-Income Schools.
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