Trevisan Ottavia, De Rossi Marina, Christensen Rhonda, Knezek Gerald, Smits Anneke
University of Padova, Padua, Italy.
University of North Texas, Denton, TX USA.
Educ Technol Res Dev. 2023;71(1):79-98. doi: 10.1007/s11423-023-10197-1. Epub 2023 Feb 10.
In the rush for the Covid-19 pandemic's online transition, the pursuit of quality online learning was frequently overshadowed by the urgency of emergency instruction online. As blended and online teaching became an integral part of education, there emerged a need to investigate how faculty coped with this transition and what competencies they might be acquiring. In this paper, we report on international research about higher education faculty's elicited dispositions and needs while they engaged with online teaching (OT), as these shape aspects of teacher competencies for integrating technology. This study aims to identify factors that shaped faculty competencies as pandemic restrictions forced transitions to OT. Snapshot surveys were conducted at two different phases of the pandemic, i.e. during the acceleration phase and the stasis one, approximately twelve months later. The surveys inquired about internal (e.g. enthusiasm and resolutions) and external (e.g. support) factors of faculty's OT perceptions during two phases of the Covid-19 pandemic, enabling monitoring of the phenomenon beyond the assessment of the first response to the emergency. Results revealed different patterns of dispositions and diverse uses of technological affordances to foster online learning. These patterns were also found to differ over time, highlighting conditions possibly enabling or hindering the development of competencies for OT during different phases of the pandemic. One important finding is that there was a change from internal confidence to institutional support being a strong predictor of intentions to continue OT, over the course of the Covid-19 pandemic.
在匆忙向新冠疫情下的在线教学转型过程中，对高质量在线学习的追求常常被紧急在线教学的紧迫性所掩盖。随着混合式教学和在线教学成为教育的一个组成部分，有必要调查教师如何应对这一转型以及他们可能获得哪些能力。在本文中，我们报告了关于高等教育教师在进行在线教学（OT）时所展现出的倾向和需求的国际研究，因为这些因素塑造了教师整合技术的能力的各个方面。本研究旨在确定在疫情限制迫使教学向在线教学转型过程中，塑造教师能力的因素。在疫情的两个不同阶段，即加速阶段和大约十二个月后的停滞阶段，进行了快照调查。这些调查询问了在新冠疫情的两个阶段中，教师对在线教学认知的内部因素（如热情和决心）和外部因素（如支持），从而能够在对紧急情况的首次应对评估之外监测这一现象。结果揭示了不同的倾向模式以及利用技术手段促进在线学习的不同方式。这些模式也被发现会随时间变化，突出了在疫情不同阶段可能促进或阻碍在线教学能力发展的条件。一个重要发现是，在新冠疫情期间，对继续进行在线教学意愿的有力预测因素从内部信心转变为机构支持。
