{"title":"超越COVID-19的电子学习:八年级科学教师眼中的挑战和机遇","authors":"Sameera Alshorman","doi":"10.18844/cjes.v18i1.8303","DOIUrl":null,"url":null,"abstract":"The spread of E-learning accelerated exponentially during the COVID-19 pandemic. However, teaching science requires more attention than other subjects because it contains more practical activities and hands-on experiences. This study examines science teachers' perception of using E-learning platforms in teaching 8th-grade science during and after the COVID-19 pandemic. Twenty science teachers from 12 private schools participated in this study. The participants' perspectives were ascertained by a researcher-developed survey and a follow-up personal interview. To reinforce the data gathered from the survey, nine science teachers participated in an open-ended interview. The demographic variables used were gender, age, and years of experience. The results revealed that most teachers have positive perceptions towards E-learning. Furthermore, female teachers showed superiority over male teachers in embracing E-learning platforms. Moreover, younger teachers with fewer years of experience had more positive perceptions of using E-learning platforms than older teachers with more experience. However, most science teachers still do not consider E-learning a complete alternative to traditional classroom teaching. Based on the findings, this study proposes that schools increase their investment in and utilisation of E-learning platforms to enhance education and promote independent learning among students.\nKeywords: E-learning, E-learning platforms, Science Education, Online Learning, Science Teachers.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"E-Learning beyond COVID-19: Challenges and opportunities as perceived by 8th-grade science teachers\",\"authors\":\"Sameera Alshorman\",\"doi\":\"10.18844/cjes.v18i1.8303\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The spread of E-learning accelerated exponentially during the COVID-19 pandemic. However, teaching science requires more attention than other subjects because it contains more practical activities and hands-on experiences. This study examines science teachers' perception of using E-learning platforms in teaching 8th-grade science during and after the COVID-19 pandemic. Twenty science teachers from 12 private schools participated in this study. The participants' perspectives were ascertained by a researcher-developed survey and a follow-up personal interview. To reinforce the data gathered from the survey, nine science teachers participated in an open-ended interview. The demographic variables used were gender, age, and years of experience. The results revealed that most teachers have positive perceptions towards E-learning. Furthermore, female teachers showed superiority over male teachers in embracing E-learning platforms. Moreover, younger teachers with fewer years of experience had more positive perceptions of using E-learning platforms than older teachers with more experience. However, most science teachers still do not consider E-learning a complete alternative to traditional classroom teaching. Based on the findings, this study proposes that schools increase their investment in and utilisation of E-learning platforms to enhance education and promote independent learning among students.\\nKeywords: E-learning, E-learning platforms, Science Education, Online Learning, Science Teachers.\",\"PeriodicalId\":37121,\"journal\":{\"name\":\"Cypriot Journal of Educational Sciences\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cypriot Journal of Educational Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18844/cjes.v18i1.8303\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cypriot Journal of Educational Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18844/cjes.v18i1.8303","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
E-Learning beyond COVID-19: Challenges and opportunities as perceived by 8th-grade science teachers
The spread of E-learning accelerated exponentially during the COVID-19 pandemic. However, teaching science requires more attention than other subjects because it contains more practical activities and hands-on experiences. This study examines science teachers' perception of using E-learning platforms in teaching 8th-grade science during and after the COVID-19 pandemic. Twenty science teachers from 12 private schools participated in this study. The participants' perspectives were ascertained by a researcher-developed survey and a follow-up personal interview. To reinforce the data gathered from the survey, nine science teachers participated in an open-ended interview. The demographic variables used were gender, age, and years of experience. The results revealed that most teachers have positive perceptions towards E-learning. Furthermore, female teachers showed superiority over male teachers in embracing E-learning platforms. Moreover, younger teachers with fewer years of experience had more positive perceptions of using E-learning platforms than older teachers with more experience. However, most science teachers still do not consider E-learning a complete alternative to traditional classroom teaching. Based on the findings, this study proposes that schools increase their investment in and utilisation of E-learning platforms to enhance education and promote independent learning among students.
Keywords: E-learning, E-learning platforms, Science Education, Online Learning, Science Teachers.