Emotional Aspects of the of Mobile-Learning Adoption Process among Inservice Teachers in the COVID-19 Era
Yulia Muchnik-Rozanov, Rivi Frei-Landau, Orit Avidov-Ungar, Achva Academic College, Israel
EdMedia + Innovate Learning, in Online ISBN 978-1-939797-65-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Mobile learning (ML) has become a popular mode of distance learning. The study investigated emotional aspects of teachers’ ML-adoption process under constraints of the COVID-19 pandemic. In particular, the study addressed the following question: How did the ISTs’ experience of ML adoption during the COVID-19 pandemic manifest in their emotion-related language behavior? Data were collected at five time-points using semistructured interviews (10), focus groups (3), and reflective reports (96). The participants were 32 inservice teachers (ISTs) who attended ML training. The analysis included two complementary methodologies: linguistic and content analyses. The findings revealed two critical stages in the participants’ emotional experience of the ML-adoption process and several factors that may promote or impede the ML-adoption process, thus, highlighting ISTs’ meaningful experiences to be addressed to encourage optimal ML adoption in teacher education.
Muchnik-Rozanov, Y., Frei-Landau, R. & Avidov-Ungar, O. (2022). Emotional Aspects of the of Mobile-Learning Adoption Process among Inservice Teachers in the COVID-19 Era. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 48-52). Online: Association for the Advancement of Computing in Education (AACE).
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