Weidlich Joshua, Kalz Marco
Department of Technology-enhanced Learning, Heidelberg University of Education, Heidelberg, Germany.
Int J Educ Technol High Educ. 2021;18(1):43. doi: 10.1186/s41239-021-00278-7. Epub 2021 Aug 9.
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.
2020年，高等教育机构被迫迅速实施基于网络的教学。在此过程中面临诸多挑战，高等教育讲师需要迅速且灵活地使教学适应这些情况。本调查采用适应力框架，以阐明与这一突然转变相关的具体挑战，以及是什么帮助了一个国际高等教育讲师样本（N = 102）应对这些挑战。结果表明，应急远程教学确实具有挑战性，教学质量受到了阻碍，但这些影响比预期更为细微。尽管应急远程教学存在困难，讲师们仍通过保持教学质量展现出适应力，我们对预测因素的探索表明，个性因素以及先前的经验可能在此过程中对他们起到了支持作用。我们的研究结果可能会为围绕应急远程教学的新兴文献做出贡献，并为高等教育讲师的经历提供独特的适应力视角。
