This study looked at the online learning readiness and 21st century pedagogical skills among pre-service teachers of a state university in the Philippines during the school year 2021-2022. The descriptive-correlational method was applied through an adapted survey questionnaire administered to 28 pre-service teachers. The findings revealed that pre-service teachers were ready for online learning in terms of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. They were also equipped with 21st century pedagogical skills such as information and communication technology skills, life-long learning skills, flexibility skills, creative problem-solving skills, and critical thinking skills. The findings also indicated a substantial relationship between the pre-service teachers’ readiness in online learning and their 21st century pedagogical skills. The study suggests that universities may create appropriate provisions to provide their faculty members with the necessary professional development training opportunities to raise awareness and improve e-pedagogical skills.
online learning readiness, 21st-century skills, teaching pedagogy, pre-service teachers
John Carlo L. Malabanan. Corresponding author. Junior High School Teacher I, Sen. Claro M. Recto Memorial Integrated School
Edna O. Briones. Research Advisor. Associate Professor V, Laguna State Polytechnic University – San Pablo City Campus
Jocelyn V. Madrideo. Subject Specialist. Assistant Professor III, Laguna State Polytechnic University – San Pablo City Campus
Alharby, A. (2013). A diagnostic study of the 21st century teacher’s skills from the perspective of teachers and supervisors in Saudi Arabia. Shaqra University Journal, 1(1), 16-55.
Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of computer assisted learning, 24(3), 260-270.
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus.
Bekele, T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.
Bonk, C. J., Kim, M., & Xu, S. (2016). Do you have a SOLE?: Research on informal and self-directed online learning environments. Learning, design, and technology: An international compendium of theory, research, practice and policy. Section: Informal resources and tools for self-directed online learning environments, 1-32.
Bozalek, V., Gachago, D., Alexander, L., Watters, K., Wood, D., Ivala, E., & Herrington, J. (2013). The use of emerging technologies for authentic learning: A South African study in higher education. British Journal of Educational Technology, 44(4), 629–638.
Cooper, R., Farah, A., & Mrstik, S. (2020). Preparing teacher candidates to teach online: A case study of one college’s design and implementation plan. International Journal on E-Learning, 19(2), 125-137. https://www.learntechlib.org/primary/p/209810/
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., … & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
DeRouin, R. E., Fritzsche, B. A., & Salas, E. (2015). Learner control and workplace e-learning: Design, person, and organizational issues. In J. Martocchio (Ed.), Research in personnel and human resources management (Vol. 24, pp. 181–214). Boston: JAI/Elsevier.
Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1), 17. https://doi.org/10.1186/s41239-019-0147-0
Gravetter, F. J. (2019). LAB Forzano.(2012). Research methods for the behavioral sciences, 4th edition. United States: Cengage Learning.
Hofny, M. (2015). Skills of the 21st century teacher. Paper presented at the 24th Scientific Conference of the Egyptian Conference of Curriculum & Instruction, Egypt.
Humphreys, S., Dunne, M., Durrani, N., Sankey, S., & Kaibo, J. (2020). Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria. Teaching and Teacher Education, 87, 102957
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2016). Learner readiness for online learning: scale development and student perceptions. Computers & Education
Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57-68.
Jan, S. K. (2015). The Relationships Between Academic Self-Efficacy, Computer Self-Efficacy, Prior Experience, and Satisfaction With Online Learning. American Journal of Distance Education, 29(1), 30-40. doi:10.1080/08923647.2015.994366
Jones, K., & Sharma, R. (2020). On reimagining a future for online learning in the post-COVID era. Kevin Jones & Ravi Sharma (2020). Reimagining A Future For Online Learning In The Post-COVID Era. First posted on medium. com.
Kennedy, G., Coffrin, C., De Barba, P., & Corrin, L. (2015, March). Predicting success: how learners’ prior knowledge, skills and activities predict MOOC performance. In Proceedings of the fifth international conference on learning analytics and knowledge (pp. 136-140).
Kent, A. M., & Giles, R. M. (2017). Preservice Teachers’ Technology Self-Efficacy. SRATE Journal, 26(1), 9-20.
Kim, K., Jung, S., Hwang, J., & Hong, A. (2018). A dynamic framework for analyzing technology standardisation using network analysis and game theory. Technology Analysis & Strategic Management, 30(5), 540-555.
Kim, Y., & Glassman, M. (2013). Beyond search and communication: Development and validation of the internet self-efficacy scale (ISS). Computers in Human Behavior, 29(4), 1421-1429
Knowles, A., King, S., Greidanus, E., Major, R., Loverso, T., Carbonaro, M., & Bahry, L. (2012). A cross-institutional examination of readiness for interprofessional learning. Journal of Interprofessional Care, 26(2), 108-114.
Kraiger, K., & Jerden, E. (2017). A new look at learner control: Meta-analytic results and directions for future research. In S. M. Fiore and E. Salas (Eds.), Where is the learning in distance learning? Towards a science of distributed learning and training (pp. 65-90).
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.
Liu, J. C. (2019). Evaluating Online Learning Orientation Design With a Readiness Scale. Online Learning, 23(4), 42-61.
Liu, J. C., & Roberts-Kaye, E. (2016). Preparing online learning readiness with learner-content interaction: Design for scaffolding self-regulated learning. In L. Kyei-Blankson, J. Blankson, E. Ntuli, and C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence and participation in online courses (pp. 216–243). Hershey, PA: IGI Global.
Mandal, N. (2018). Student satisfaction–What it means to teaching and learning of undergraduate engineering units. International Journal of Mechanical Engineering Education, 46(3), 210-226.
Mosa, A. A., Mohd. Naz’ri bin Mahrin, & Ibrrahim, R. (2016). Technological Aspects of E-Learning Readiness in Higher Education: A Review of the Literature. Comput. Inf. Sci., 9(1), 113-127.
Panergayo, A. A. E., & Almanza, M. R. G. (2020). Exploring the online learning self-efficacy of teacher education students at the Laguna state Polytechnic University: Basis for transition to flexible learning system. Universal Journal of Educational Research, 8(12), 6598-6608.
Paul, N., & Glassman, M. (2017). Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection. Australasian Journal of Educational Technology, 33(4).
Saadé, R. G. (2007). Dimensions of perceived usefulness: Toward enhanced assessment. Decision Sciences Journal of Innovative Education, 5(2), 289-310.
Schunk, D.H., Pintrich,PJl.,&Meece,JL.(2008). Motivation in education: Theory, research and applications (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Sudhakar, R., & Basariya, S. R. (2018). Theoretical Framework On The Effectiveness Of Training & Development-Review Of Literature. International Journal of Mechanical Engineering and Technology, 9(7), 932-943.
Valli, P., Perkkilä, P., & Valli, R. (2014). Adult pre-service teachers applying 21st century skills in the practice. Athens Journal of Education, 1(2).
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3).
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of computer assisted learning, 29(5), 403-413.
Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including online learning. Brisbane: Australian National Training Authority. Retrieved March 04, 2012 from https://efljournal.org/
Womble, J. C. (2007). E-learning: The Relationship Among Learner Satisfaction, Self-efficacy, and Usefulness. (Doctoral disertation), Alliant International University, San Diego. Retrieved from http://books.google.com/books?id=oSyz3R5YTAIC
Yang, C. C., Tsai, I. C., Kim, B., Cho, M. H., & Laffey, J. M. (2006). Exploring the relationships between students’ academic motivation and social ability in online learning environments. The Internet and Higher Education, 9(4), 277-286.
Yılmaz, R., & Keser, H. (2017). The impact of interactive environment and metacognitive support on academic achievement and transactional distance in online learning. Journal of Educational Computing Research, 55(1), 95-122.
Zhang, M., Yin, S., Luo, M., & Yan, W. (2017). Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China. Australasian Journal of Educational Technology, 33(1).
Cite this article:
Malabanan, J.L., Briones, E.O. & Madrideo, J.V. (2022). Pre-service teachers’ readiness on online learning and their 21st century pedagogical skills. International Journal of Educational Management and Development Studies, 3(3), 79-97. https://doi.org/10.53378/352909
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
