Israeli, Jordanian, and Czech Teachers’ Perceptions of Using Blended Learning during COVID-19

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10481990" target="_blank" >RIV/00216208:11410/24:10481990 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ozfPhJ1U69" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ozfPhJ1U69</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18848/1832-3669/CGP/v20i02/47-66" target="_blank" >10.18848/1832-3669/CGP/v20i02/47-66</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Israeli, Jordanian, and Czech Teachers’ Perceptions of Using Blended Learning during COVID-19

Popis výsledku v původním jazyce

This article aimed to identify the perceptions of Israeli, Jordanian, and Czech teachers about using blended learning during COVID-19. A quantitative method was adopted in which a questionnaire was used to collect data from 509 teachers-160 from Israel, 169 from Jordan, and 180 from the Czech Republic. The questionnaire contained thirty items divided into three dimensions: teaching, learning, and educational environment. The results of this study showed a high degree of blended learning use among Israeli teachers, a moderate one among Jordanians, and a low degree of usage among Czech teachers. It also showed statistically significant differences attributed to gender and the type of school among Israeli teachers. Despite these results, all the teachers realized the potential of blended learning to improve educational outcomes. We recommend that to maximize the benefits of blended learning, challenges such as infrastructural restrictions, teacher training, and equal access to technology must be addressed. The authors concluded that the implementation of blended learning depends on two factors: the readiness of the teachers to implement it and the willingness of the system to meet their needs.

Název v anglickém jazyce

Israeli, Jordanian, and Czech Teachers’ Perceptions of Using Blended Learning during COVID-19

Popis výsledku anglicky

This article aimed to identify the perceptions of Israeli, Jordanian, and Czech teachers about using blended learning during COVID-19. A quantitative method was adopted in which a questionnaire was used to collect data from 509 teachers-160 from Israel, 169 from Jordan, and 180 from the Czech Republic. The questionnaire contained thirty items divided into three dimensions: teaching, learning, and educational environment. The results of this study showed a high degree of blended learning use among Israeli teachers, a moderate one among Jordanians, and a low degree of usage among Czech teachers. It also showed statistically significant differences attributed to gender and the type of school among Israeli teachers. Despite these results, all the teachers realized the potential of blended learning to improve educational outcomes. We recommend that to maximize the benefits of blended learning, challenges such as infrastructural restrictions, teacher training, and equal access to technology must be addressed. The authors concluded that the implementation of blended learning depends on two factors: the readiness of the teachers to implement it and the willingness of the system to meet their needs.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Technology, Knowledge and Society

ISSN

1832-3669

e-ISSN

2835-0391

Svazek periodika

20

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

20

Strana od-do

47-66

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85201915063