In-service teacher trainees experience with and preference for online learning environments during Covid-19 pandemic

Abstract

The Covid-19 pandemic has forced the educational sector to quickly adapt to the crisis and shift to online learning environments (OLEs). Therefore, a critical area for research is assessing the readiness of teachers in terms of their familiarity and preference for OLEs. In this study, we aimed to improve the experience and preference of in-service teacher trainees with OLEs during the Covid-19 pandemic in Ethiopia. To achieve this goal, questionnaires were used to gather data from in-service teacher trainees. Descriptive and inferential statistical methods, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson correlation, and one-way ANOVA, were used to analyze the data and determine the participants' opinions and experiences with OLEs. The results showed that while in-service teacher trainees had less experience in knowledge and skills compared to cooperation and interaction, they preferred online learning platforms over online learning strategies. Additionally, correlations were found between cooperation and interaction, knowledge and skills; cooperation and interaction, online learning platforms; cooperation and interaction, online learning strategies; and online learning platforms and online learning strategies. Interestingly, no statistically significant correlation was found between knowledge and skills and online learning platforms. In conclusion, Ethiopian in-service teacher trainees favored online learning platforms over traditional online learning strategies, despite having less experience in knowledge and skills. Further research is needed to explore the experiences and preferences of in-service teacher trainees in various ecological aspects.