ACCEPTANCE OF ONLINE LEARNING IN TEACHER EDUCATION: AN EMPIRICAL STUDY

ABSTRACT

The difficulty of providing quality education through the internet has increased considerably. It’s indicative of the skyrocketing interest in distance education. A growing number of nations now rely heavily on virtual classrooms for their educational needs. Online education is flourishing as a result of its popularity and the proliferation of suitable technologies. The primary goal of this research is to compare and contrast how teacher educators and preservice teachers feel about the potential adoption of online learning in teacher education programmes. Descriptive research and a hybrid style of analysis are used in this work. The sample consists of 47 teacher educators and 240 student teachers who were selected using a purposeful sampling method. Descriptive and inferential statistics are used to examine and interpret the data. The results reveal that student teachers are open to online education as a viable learning technique, but that teacher educators are less enthusiastic. Learning about the expectations, values, and concerns of both students and instructors is the first step in developing and executing a high-quality virtual classroom.

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