A STUDY OF ACCEPTANCE OF ONLINE LEARNING IN TEACHER EDUCATION

ABSTRACT

In recent years, the difficulty of online training and education has increased dramatically. It indicates a substantial increase in the number of individuals interested in online education. A considerable number of countries have moved their primary mode of instruction to online delivery. The surge in popularity of online education can be linked to both technological advancements and an increase in user acceptability. This study’s principal purpose is to analyse and compare the viewpoints of teacher educators and student teachers regarding the acceptability of online learning if it were implemented in teacher education institutions. This study employs both descriptive research and an analytic technique that incorporates many method types. To choose the sample of 47 teacher educators and 240 student teachers, we utilised a technique known as intentional sampling. A data analysis and interpretation is conducted using descriptive and inferential statistics. According to the research, prospective teachers are receptive to the idea of adopting online learning as an effective teaching tool, whereas teacher educators are lukewarm on the concept. Understanding the attitudes, beliefs, and prerequisites of both students and instructors is the first stage in the process of planning and implementing an effective online learning environment. 

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