Equipped for Technology-Enhanced Teaching, Yet Unprepared for Online Education: Nurturing the Sustainable Development of Student Learning

Document Type

Book Chapter

Source of Publication

Interdisciplinary Approaches for Educators' and Learners’ Well-being

Publication Date

7-26-2024

Abstract

This study examines the evolving landscape of online education, focusing on the readiness of educators and the integration of technology-enhanced teaching tools. The rapid shift to online learning, primarily driven by the COVID-19 pandemic, has highlighted educators’ need to develop robust digital competencies and adapt pedagogical strategies to virtual environments. Utilizing the Head, Heart, and Hand model, the research emphasizes cognitive, social/emotional, and behavioral engagements as critical for effective online learning. The study reveals a significant gap between the availability of technology-enhanced teaching tools and educators’ readiness to implement them effectively. This underscores the importance of continuous professional development and institutional support in bridging this gap. Training programs should address technological skills and pedagogical methods, aligning with the Technological Pedagogical Content Knowledge (TPACK) framework. The study also identifies future research areas, including the efficacy of different pedagogical models, developing digital competencies among educators, and enhancing student engagement in online environments. These findings contribute to understanding the challenges and opportunities in online education and provide insights for future educational practices.

ISBN

978-3-031-65214-1, 978-3-031-65215-8

Publisher

Springer Nature Switzerland

First Page

117

Last Page

133

Disciplines

Education

Keywords

Online Education, Technology-Enhanced Teaching, Digital Competencies, Pedagogical Strategies, Professional Development

Indexed in Scopus

no

Open Access

no

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