ArticleHeliyon2024
Jordanian English language educators' perceived readiness for virtual learning environment.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Online engagement has assumed a pivotal role within educational pedagogy, particularly during the COVID-19 pandemic. This study delves into the perceptions of Jordanian English language educators regarding their preparedness for online teaching in the post-pandemic landscape. In this quantitative study, a group of 101 English language educators from Jordanian universities participated, and their responses were subjected to analysis through descriptive statistics. The findings of this analysis indicate that the respondents exhibited a moderate level of familiarity with technology and e-learning platforms, alongside a similarly moderate level of competence in managing their online courses. Furthermore, the study underscores a noteworthy gap in their exposure to online education, despite their considerable tenure in teaching English. Consequently, the study underscores the necessity for tailored training programs designed to comprehensively enhance the online teaching proficiency of English language educators, thereby facilitating a more effective virtual learning environment.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.