Factors influencing online learning in an organisational context

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

Sustainability Analysis of the E-Learning Education System during Pandemic Period—COVID-19 in Romania

The unprecedented situation of the COVID-19 pandemic has generated radical transformations of the Romanian education system, forcing teachers as well as students to adapt in a short time to new social conditions and to the online learning process. The paper analyzes the sustainability of the e-learning system implemented in Romania during the pandemic, and it is based on an opinion poll based on a questionnaire developed on three levels of schooling (middle school, high school, and university), analyzed from three perspectives, teachers–students–parents, and identifying the possible psychological effects on students, resulting from the corroboration of social isolation with the online continuation of the educational process. Although before the pandemic the e-learning system was rarely used by both students and teachers, the research results indicate that students have accepted online learning, even if they find it less attractive than the traditional education system. From the teacher–student–parent perspective, e-learning is an effective sustainable learning solution in current and future conditions, but it requires good collaboration between parents and teachers, careful monitoring of children’s/students’ behavior to identify and combat possible effects determined by the changing way of learning and of social realities.