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Updated: Jul 2, 2025
07:29
Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
Published on: November 22, 2019
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Jordanian English language educators' perceived readiness for virtual learning environment.
Hanan Madanat1, Radzuwan Ab Rashid2,3, Umair Munir Hashmi2
1Department of English Language and Literature, American University of Madaba, Madaba, Jordan.
Heliyon
|February 19, 2024
Summary
Jordanian English teachers show moderate tech skills but lack online teaching experience. Targeted training is crucial to improve their virtual education proficiency post-pandemic.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
- English Language Teaching
Background:
- The COVID-19 pandemic accelerated the integration of online engagement in educational settings.
- English language educators in Jordan faced a rapid shift to virtual instruction.
- Assessing educator preparedness is vital for effective post-pandemic online learning.
Purpose of the Study:
- To investigate Jordanian English language educators' perceptions of their online teaching preparedness.
- To identify challenges and skill gaps in virtual education delivery.
- To inform the development of targeted professional development initiatives.
Main Methods:
- Quantitative research design.
- Survey administered to 101 English language educators from Jordanian universities.
- Descriptive statistical analysis of collected data.
Main Results:
- Respondents reported moderate familiarity with technology and e-learning platforms.
- Educators demonstrated moderate competence in managing online courses.
- A significant gap exists in online education exposure despite extensive teaching experience.
Conclusions:
- There is a clear need for specialized training programs for English language educators.
- Training should focus on enhancing online teaching proficiency and virtual environment management.
- Improved educator skills are essential for effective online English language learning.
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