Lobos Peña Karla, Bustos-Navarrete Claudio, Cobo-Rendón Rubia, Fernández Branada Carolyn, Bruna Jofré Carola, Maldonado Trapp Alejandra
Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.
Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile.
Front Psychol. 2021 Apr 8;12:642391. doi: 10.3389/fpsyg.2021.642391. eCollection 2021.
Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.
由于新冠疫情，大学在通过在线学术培训项目为学生创造最佳体验方面面临挑战。为了分析教授们对在线教育的期望，并将其与新冠疫情期间学生的学业表现相关联，同时考虑学生的社会人口统计学、入学情况和之前的大学成绩变量。采用前瞻性纵向设计来分析546名教授（54.8%为男性）在T1阶段的期望。在T2阶段，分析了其中382名教授（57.6%为男性）的期望所产生的影响，这些教授在第一学期为总共14838名大学生（44.6%为男性）授课。在T1阶段获取教授们的期望及其之前的在线课程经验，在T2阶段获取学生的学业信息。使用了一份针对教授对高等教育虚拟教育期望的调查问卷。84.9%的教授被认为在线课程技能中等至高。根据教授的培训水平发现了期望上的差异。教授们在线教育的自我效能感、机构参与度和学术规划得分最高。教授们的期望并没有直接改变学生的学业表现；然而，在之前学生学业成绩与当前学业成绩的关系中，发现了教授期望的调节作用。
