Mind mapping of teachers’ readiness for online teaching and learning: A reflective study of urban and suburban areas

References

• Albrahim, F. A. (2020). Online teaching skills and competencies. Turkish Online Journal of Educational Technology-TOJET, 19(1), 9–14.
   Google Scholar
• Ardiningtyas, S. Y., Butarbutar, R., Weda, S., & Nur, S. (2023). Online scaffolding behavior for speaking EFL improvement: Narrative inquiry issues. Interactive Learning Environments, 1–11. https://doi.org/10.1080/10494820.2023.2207608
   Web of Science ®Google Scholar
• Bach, S., Haynes, P., & Smith, J. L. (2006). Online learning and teaching in higher education. McGraw-Hill Education (UK).
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
   Google Scholar
• Baran, E. (2011). The transformation of online teaching practice: Tracing successful online teaching in higher education. Dissertationlowa State University.
   Google Scholar
• Bergdahl, N. (2022). Second language learning designs in online adult education. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2022.2158202
   Google Scholar
• Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
   Web of Science ®Google Scholar
• Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352–372. https://doi.org/10.1080/01587919.2021.1956301
   Web of Science ®Google Scholar
• Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004
   Web of Science ®Google Scholar
• Budhai, S. S. (2021). Best practices in engaging online learners through active and experiential learning strategies. Routledge.
   Google Scholar
• Butarbutar, R. (2021). Learner’s perception of task difficulties in technology-mediated task-based language teaching. Englisia: Journal of Language, Education, and Humanities, 9(1), 129–144. https://doi.org/10.22373/ej.v9i1.10079
   Google Scholar
• Butarbutar, R., Hernaningsi Ruing, F., Basri, N., Tuharea, V. U. L., & R, S. M. (2023). Unpacking online collaborative learning in teaching EFL speaking: Insights from triple case studies from rural areas. Accepted for Publication in the Qualitative Report, 28(12), 3379–3401. https://doi.org/10.46743/2160-3715/2023.6165
   Google Scholar
• Butarbutar, R., & Nur, S. (2022). YouTube-based collaborative learning and speaking self-efficacy: A case study in a rural area. Paper Presented at International Research Conference of Universitas Maarif Hasyim (UMAHA), Indonesia, Maret, 2022, 24(1), 35–42.
   Google Scholar
• Butarbutar, R., Sauhenda, A. F., Marnina, H. R. E., & Wahyuniar, S. M. R. L. (2021). Challenges and opportunities of accelerated digital literacy during the COVID-19 pandemic. Hong Kong Journal of Social Sciences, 57, 160–168.
   Google Scholar
• Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching English for young learners. IOP Conference Series: Earth and Environmental Science, 343(1), 012208. IOP Publishing https://doi.org/10.1088/1755-1315/343/1/012208
   Google Scholar
• Center of Data Technology Information Ministry of Education and culture of Republic of Indonesia, (2021).
   Google Scholar
• Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015
   Web of Science ®Google Scholar
• Churchill, N. (2020). Editorial: Mobile technologies and teacher readiness. Educational Media International, 57(3), 183–186. https://doi.org/10.1080/09523987.2020.1833679
   Web of Science ®Google Scholar
• Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology, 26, 2047. https://doi.org/10.25304/rlt.v26.2047
   Google Scholar
• Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523–541. https://doi.org/10.1080/02619768.2020.1815702
   Web of Science ®Google Scholar
• Eastin, M., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communications, 6(1), 0–0. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
   Google Scholar
• Eichelberger, A., & Leong, P. (2019). Using TPACK as a framework to study the influence of college faculty’s beliefs on online teaching. Educational Media International, 56(2), 116–133. https://doi.org/10.1080/09523987.2019.1614246
   Web of Science ®Google Scholar
• Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
   Google Scholar
• Fernández, R., Correal, J. F., D’Ayala, D., & Medaglia, A. L. (2023). A decision-making framework for school infrastructure improvement programs. Structure and Infrastructure Engineering, 1–20. https://doi.org/10.1080/15732479.2023.2199361
   Web of Science ®Google Scholar
• Hart, L. G., Larson, E. H., & Lishner, D. M. (2005). Rural definitions for health policy and research. American Journal of Public Health, 95(7), 1149–1155. https://doi.org/10.2105/ajph.2004.042432
   PubMed Web of Science ®Google Scholar
• Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy & Education, 30(1), 141–158. https://doi.org/10.1080/1475939x.2020.1839543
   Web of Science ®Google Scholar
• Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012
   Web of Science ®Google Scholar
• Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
   Web of Science ®Google Scholar
• Hu, Y., Nie, J., & Gu, X. (2022). From equity of opportunity to equity of development: A Comparative analysis of Large-scale online Education in urban and rural K-12 schools in China during COVID-19. Chinese Education & Society, 55(6), 419–437. https://doi.org/10.1080/10611932.2023.2213602
   Google Scholar
• Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3), 180–193. https://doi.org/10.1080/08923647.2020.1726167
   Web of Science ®Google Scholar
• Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919–1929. https://doi.org/10.1016/j.compedu.2011.04.005
   Web of Science ®Google Scholar
• Kidd, W., & Murray, J. (2022). Educators’ perspectives of online teaching during the pandemic: Implications for initial teacher education. Journal of Education for Teaching, 48(4), 393–406. https://doi.org/10.1080/02607476.2022.2082273
   Web of Science ®Google Scholar
• Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351–370. https://doi.org/10.1108/AAOUJ-06-2020-0039
   Google Scholar
• Leba, S. M. R., Butarbutar, R., & Werang, B. R. (2021). Exploring the English learning strategies of an Indigenous Papuan student of Indonesia. The Qualitative Report, 26(9), 2745–2768. https://doi.org/10.46743/2160-3715/2021.4881
   Web of Science ®Google Scholar
• Lembani, R., Gunter, A., Breines, M., & Dalu, M. T. B. (2020). The same course, different access: The digital divide between urban and rural distance education students in South Africa. Journal of Geography in Higher Education, 44(1), 70–84. https://doi.org/10.1080/03098265.2019.1694876
   Web of Science ®Google Scholar
• Lim, J. R. N., Rosenthal, S., Sim, Y. J. M., Lim, Z. Y., & Oh, K. R. (2021). Making online learning more satisfying: The effects of online-learning self-efficacy, social presence and content structure. Technology, Pedagogy & Education, 30(4), 543–556. https://doi.org/10.1080/1475939x.2021.1934102
   Web of Science ®Google Scholar
• Luo, S., & Zou, D. (2022). A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities. Journal of Research on Technology in Education, 1–15. https://doi.org/10.1080/15391523.2022.2139026
   Web of Science ®Google Scholar
• Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The correlation between “teacher readiness” and student learning improvement. International Journal of Innovation, Creativity & Change, 3(1), 1–12.
   Google Scholar
• Maddux, J. E., & Volkmann, J. (2012). Self-efficacy in handbook of personality and self-regulation. The Guilford Press.
   Google Scholar
• Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
   Web of Science ®Google Scholar
• Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 159. https://doi.org/10.1016/j.compedu.2020.104009
   Web of Science ®Google Scholar
• Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: Instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https://doi.org/10.1080/03634523.2020.1857418
   Web of Science ®Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Moore-Adams, B. L., Jones, W. M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333–348. https://doi.org/10.1080/01587919.2016.1232158
   Web of Science ®Google Scholar
• Nenko, Y. (2020). Teachers’ readiness for Distance Education: From theory to practice. In LjupkaNaumovska (Ed.), The impact of COVID-19 on the International Education System (pp. 150–161). Proud Pen. https://doi.org/10.51432/978-1-8381524-0-6_11
   Google Scholar
• Nur, S., Butarbutar, R., Ardiningtyas, S. Y., & Alimuddin, A. H. (2022). A systematic review on integrating MALL in English language teaching. ELT Worldwide, 9(1), 56–69.
   Google Scholar
• Nurhikmah, H., Butarbutar, R., Ramli, A. M., & Syawaluddin, A. (2023). Teachers’ preparedness for online learning: Lessons learned from multiple remote areas. Preparing for Publication.
   Google Scholar
• Nurhikmah, H., Farida, F., & Ervianti, E. (2021). The impact of computer-based Test and students’ ability in computer self-efficacy on Mathematics learning outcomes. Journal of Education Technology, 5(4), 603–610. https://doi.org/10.23887/jet.v5i4.34942
   Google Scholar
• Nurhikmah, H., Mawarni, S., Aras, L., Ramli, A. M., & Nur, I. D. M. (2022). Students’ response, engagement, and achievement of gamification in online learning. In 8th International Conference on Education and Technology (ICET) (pp. 218–221). https://doi.org/10.1109/ICET56879.2022.9990899.
   Google Scholar
• Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching. John Wiley & Sons.
   Google Scholar
• 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. https://doi.org/10.13189/ujer.2020.081224
   Google Scholar
• Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools, 35(1), 1–18. https://doi.org/10.1080/07380569.2018.1428007
   Web of Science ®Google Scholar
• Polizzi, G. (2020). Digital literacy in theory and practice: learning from how experts and advocates engage in civic life [ Doctoral dissertation], London School of Economics and Political Science.
   Google Scholar
• Priddis, L., & Rogers, S. L. (2018). Development of the reflective practice questionnaire: Preliminary findings. Reflective Practice, 19(1), 89–104. https://doi.org/10.1080/14623943.2017.1379384
   Web of Science ®Google Scholar
• Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001
   Web of Science ®Google Scholar
• Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K-3. The Elementary School Journal, 102(2), 141–156. https://doi.org/10.1086/499697
   Web of Science ®Google Scholar
• Santos, J. M., & Castro, R. D. (2021). Technological pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110
   Google Scholar
• Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2023a). Gender divides in teachers’ readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? Computers & Education, 199, 104774. https://doi.org/10.1016/j.compedu.2023.104774
   Web of Science ®Google Scholar
• Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2023b). The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning. Computers in Human Behavior, 139, 1–56. https://doi.org/10.1016/j.chb.2022.107530
   Web of Science ®Google Scholar
• Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, theories, constructs, and critical issues (Vol. 1, pp. 101–123). American Psychological Association. https://doi.org/10.1037/13273-005
   Google Scholar
• Shattuck, K. (Ed.). (2023). Assuring quality in online education: Practices and processes at the teaching, resource, and program levels. Routledge.
   Google Scholar
• Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001
   Web of Science ®Google Scholar
• Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26–32. https://doi.org/10.7160/eriesj.2014.070201
   Google Scholar
• Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
   Web of Science ®Google Scholar
• Taghizadeh, M., & Basirat, M. (2022). Investigating pre-service EFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning, 1–38. https://doi.org/10.1080/09588221.2022.2136201
   Web of Science ®Google Scholar
• Tan, E. (2013). Informal learning on YouTube: Exploring digital literacy in independent online learning. Learning, Media and Technology, 38(4), 463–477. https://doi.org/10.1080/17439884.2013.783594
   Web of Science ®Google Scholar
• Terrell, H. ( accessed on Saturday October 14th, 2023). https://www.teachthought.com/literacy/digital-literacy/
   Google Scholar
• Tsai, C.-L., Cho, M.-H., Marra, R., & Shen, D. (2020). The self-efficacy questionnaire for online learning (SeQol. Distance Education, 41(4), 472–489. https://doi.org/10.1080/01587919.2020.1821604
   Web of Science ®Google Scholar
• West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (2023). Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework. Journal of Geography in Higher Education, 1–20. https://doi.org/10.1080/03098265.2023.2190962
   Web of Science ®Google Scholar
• Wrenn, B., Stevens, R., & Loudon, D. L. (2002). Marketing research: Test and cases. https://doi.org/10.4324/9780203863145
   Google Scholar
• Zulu, A. (2019). Augmenting face-to-face learning with information and communication technology at a resource-constrained peri-urban university campus in Namibia. Africa Education Review, 16(6), 201–213. https://doi.org/10.1080/18146627.2018.1464691
   Google Scholar