| dc.description.abstract | Due to COVID-19 teachers faced challenges in adapting to online teaching (Huber & Helm, 2020). The closure of schools through the pandemic occurred during a century that has been shaped by digitalisation in educational contexts (Selwyn, 2012). Faculty readiness for online teaching is a major component that determines the success of online education (Martin et al., 2019). This study investigates whether teachers actually felt ready to teach online (Brooks & Grajek, 2020) and whether educational institutions were able to adapt to online teaching in such a massive manner (Carey, 2020). The aim of this study is gaining insight in how COVID-19 changed the perceptions of teachers in the Netherlands towards their readiness for online teaching and comparing these perceptions for different educational levels (MBO, HBO and WO). This study also focuses on examining hindering or stimulating factors for teachers in online teaching. A quantitative survey study was conducted and Mixed Model ANOVA and ranking scores were used in order to answer the research questions. The results show that the perceptions of teachers’ readiness for online teaching before COVID-19 changed in comparison to during COVID-19. Among all educational levels, a change in the readiness for online teaching was found but the expected differences among educational levels were not significant. Furthermore, the results of this study indicate that lack of interaction is identified as most hindering factor, while innovation is identified as most stimulating factor. | |
