ATTITUDES AND EXPECTATIONS TOWARDS ONLINE LEARNING OF TEACHERS IN UNIVERSITIES

Abstract

The objectives of this research were 1) to study attitudes, behaviors, behavioral trends and expectations towards online learning of teachers in universities, 2) to study differences between demographic characteristics and attitudes towards online learning, 3) to study the relationship between attitudes and behaviors of online learning,  4) to study the relationship between attitudes andbehavioral trends in online learning, and 5) to study the relationship between behavior and expectations towards online learning. This study was a quantitative research through a survey research. The samples consisted of 220 lecturers in public universities and public autonomous universities as well as 180 lecturers in private universities. The samples must have used online media for teaching. The results of this study indicated that overall attitude of the samples towards online learning was at a moderate level. When individual aspects were considered, an aspect with the highest mean was  course management system in terms of  online learning providing learning anytime, anywhere (mean= 4.20), implying a positive attitude. An aspect with the lowest mean was curriculum/subject content in terms of learners’ increased willingness and interest in learning due to online learning (mean = 2.27), implying a negative attitude. Furthermore, in terms of online learning behavior, the samples relied on live streaming as online teaching method. They learned to use online media for online learning by self-research. They prioritized the objectives of using online learning (mean = 3.76). In addition, Zoom program was the most commonly used program for communication and teaching and learning support.  It was found that the samples had high willingness to use online media in teaching in the event of further crises (mean = 4.34).  In addition, the samples had the highest expectations in terms of teaching support. They expected that the institutions would support  equipment, facilities, as well as an organization to support, produce, consult and assist  lecturers in organizing online  learning. Moreover, the samples with different age, educational level, affiliated educational institutions, a group of courses taught, nature of the course taught and teaching experiences through online media  had different attitudes towards online learning. Attitudes towards online learning  were related to behaviors and behavioral trends in online learning through and online learning behaviors were related to the expectation towards online learning.