| Naslov: | Perspectives on lessons from the COVID-19 outbreak for post-pandemic higher education: continuance intention model of forced online distance teaching |
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| Avtorji: | ID Dolenc, Kosta (Avtor)
ID Šorgo, Andrej (Avtor)
ID Ploj Virtič, Mateja (Avtor) |
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| Datoteke: |  https://pdf.eu-jer.com/EU-JER_11_1_163.pdf
 RAZ_Dolenc_Kosta_2022.pdf (1013,87 KB)
MD5: B7BC96759BC6C4FFEDA4B7501AF089D7
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| Jezik: | Angleški jezik |
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| Vrsta gradiva: | Članek v reviji |
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| Tipologija: | 1.01 - Izvirni znanstveni članek |
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| Organizacija: | FNM - Fakulteta za naravoslovje in matematiko
PEF - Pedagoška fakulteta
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| Opis: | The response of most universities to the Coronavirus disease (COVID-19) pandemic was Online Distance Teaching (ODT), which was a new experience for many educators and students. The aim of the study was to investigate the response of university teachers to ODT. A questionnaire was sent to all university teachers (N = 914). We received 290 usable responses. To create a Continuance Intention Model of Forced Online Distance Teaching(CIMoFODT), Confirmatory Factorial Analysis (CFA) and Structural Equation Modelling (SEM) were used in addition to descriptive and inferential statistics. The main findings were as follows: (i) during the closure, use of the videoconferencing system MS Teams was the only item that increased significantly, owing to mandatory use; (ii) the increase in the use of other applications (e.g., Moodle, email) was minimal; (iii) after the reopening of the university, email, Moodle, and supplementary online materials will be used for ODT; MS Teams will be used for small group teaching
and individual consultations; (iv) CIMoFODT can be applied to explain the intention to continue ODT. The main conclusion is that teachers will return to traditional teaching when classrooms reopen. |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Poslano v recenzijo: | 21.08.2021 |
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| Datum sprejetja članka: | 03.10.2021 |
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| Datum objave: | 01.11.2021 |
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| Založnik: | Eurasian Society of Educational Research |
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| Leto izida: | 2022 |
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| Št. strani: | str. 163-177 |
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| Številčenje: | Vol. 11, no. 1 |
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| PID: | 20.500.12556/DKUM-88607  |
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| UDK: | 37.018.43:616-036.22 |
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| COBISS.SI-ID: | 85159939 |
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| DOI: | 10.12973/eu-jer.11.1.163 |
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| ISSN pri članku: | 2165-8714 |
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| Datum objave v DKUM: | 21.05.2024 |
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| Število ogledov: | 137 |
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| Število prenosov: | 10 |
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| Metapodatki: |    |
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| Področja: | Ostalo
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