Abstract
Online Merge Offline (OMO) learning has become one of the crucial modes within the digital transformation wave to provide students with more flexibile and personalized learning experiences, hence overcoming educational challenges, such as the post-COVID-19 educational crisis. For the successful adoption of OMO learning in educational institutions, teachers must have the necessary competencies to do so, however scant information exist in the literature about the teachers’ readiness to adopt OMO learning. Therefore, this study conducts an empirical investigation to investigate the level of teachers’ readiness to adopt OMO learning. The obtained results revealed that teachers reported a low level of readiness for adopting OMO learning. Particularly, the teachers were more competent in Digital Literacy and Environment management compared to pedagogy, curriculum design, and learning assessment for facilitating OMO learning. Additionally, female teachers were more competent in OMO pedagogy compared to male teachers. This study provides valuable evidence that might be used to develop a flexible, suitable, and helpful teacher’s professional development program (TPD) to prepare teachers for the OMO learning modality in future education.
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Huang, R., Mustafa, M.Y., Tlili, A., Chang, TW., Xu, L. (2023). Ready or Not? Investigating Teachers’ Readiness for Adopting Online Merge Offline (OMO) Learning in Digital Transformation. In: Li, C., Cheung, S.K.S., Wang, F.L., Lu, A., Kwok, L.F. (eds) Blended Learning : Lessons Learned and Ways Forward . ICBL 2023. Lecture Notes in Computer Science, vol 13978. Springer, Cham. https://doi.org/10.1007/978-3-031-35731-2_1
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