Organizational capacity, motivation, or intervention capacity?: Are these affects online teaching readiness and need satisfaction of students

Ananta Kumar Jena Et Al

doi:10.17762/pae.v58i1.2186

Abstract

In this pandemic situation, educational institutions are trying to co-operate students in continuing learning without face-to-face interaction. Teachers have online teaching readiness with their own organizational capacities, motivation, and interactive capacities and use online teaching strategies to satisfy students' needs and desires. In fact, the study aimed to assess the effect of organizational capacity, motivation, or intervention capacity on online teaching readiness and satisfaction of students’ learning during COVID-19 broke out or future unforeseen circumstances. 90 teachers and 135 students participated in an online survey and responded the online teaching readiness questionnaire and e-learning satisfaction scale. Structural equation modeling (SEM) was performed to evaluate the online teaching readiness and online learning satisfaction models. A partial correlation matrix, CMIN, CFI, PCFI; NCP, FMIN, RMSEA, AIC, and ECVI was generated by the AMOS 21.0 program to calculate path coefficients and the overall model fit. The authors claimed that organizational capacity, motivation, and intervention capacity significantly relate to teachers' online teaching readiness. Synchronous e learning (e.g., Skype/Zoom/WebEx) results of the direct effects of students’ learning performance, need satisfaction, openness to learning, self-concept, self-pace, problem solving, self-assessing, love of learning, creativity, and motivation

Highlights

COVID-19 can spread with contact; precaution may stop the spread of the infection (Bai et al, 2020; Lai et al, 2020; World Health Organization, 2020a)
The author claimed that organizational capacity, motivation, intervention capacity has significant relation with teachers’ online teaching readiness
Not agents or new establishments in India have chosen online modes like Zoom App to remain related with their laborers who are working from their homes yet the enlightening associations have settled on different propelled stages to support learning for their understudies (Toquero, 2020)

Summary

Introduction

COVID-19 can spread with contact; precaution may stop the spread of the infection (Bai et al, 2020; Lai et al, 2020; World Health Organization, 2020a). At present, videoconferencing applications like Zoom and Webex are using in higher education Be that as it may, teachers are attempting to keep up a similar profundity of commitment with students and trying to improve in self-paced with selfdirected learning. Organizational capacity, motivation, and intervention capacity has directly affected online teaching readiness. Organizational skills, technological skills, social skill, and learning management system are the components of organizational capacity those directly affect teachers online teaching readiness and students learning performance (Jena et al, 2015; Kandri, 2020). The recent question is whether organizational capacity, motivation, or intervention capacity affects online teaching readiness and satisfies students' learning aspects in the Era of COVID-19 broke out or in any future unforeseen circumstances (Salovey, 2020a, b)

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Conclusion