Exploring predictors of instructional resilience during emergency remote teaching in higher education

Weidlich, Joshua; Kalz, Marco

doi:10.1186/s41239-021-00278-7

Cited by 31 publications

(25 citation statements)

References 56 publications

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“…In the literature, numerous studies have been conducted on the emergency remote teaching process carried out during the COVID-19 pandemic. These studies have revealed that students experience various difficulties in time management, motivation, and independent learning while taking courses through the distance education method that they are not used to before, and the quality of education they take is impaired (Lee et al, 2021;Means & Neisler, 2021;Weidlich & Kalz, 2021). Furthermore, the studies examining students' satisfaction with this process have also indicated that students are not very satisfied with emergency remote teaching (Karadag et al, 2021;Simsek et al, 2021;Turan & Gürol, 2020).…”

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confidence: 99%

The university students’ self-regulated effort, flexibility and satisfaction in distance education

Turan

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Karabey

2022

Int J Educ Technol High Educ

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Distance education offers flexible learning opportunities in terms of time, place and learning speed to teachers and students through internet technologies. However, the learning opportunities provided in distance education environments require students to act more autonomously and take more responsibility for regulating their learning processes to achieve their learning goals. For this reason, it is crucial to reveal the relationships between flexibility, self-regulated effort and satisfaction factors to provide efficient and effective learning environments in distance education. Accordingly, within the scope of this study, it is aimed to investigate university students’ perceptions of flexibility, self-regulated effort and satisfaction with the distance education process, and their views on distance education. Survey research was used as the research method in the study. The study sample consisted of 1760 university students studying at 28 different universities. Data were analysed using t-test, ANOVA, and regression methods. As a result of the study, male students were more satisfied with distance education than female students, and education faculty students had the highest level of satisfaction. In addition, self-regulated effort and flexibility variables were significant factors affecting students’ satisfaction towards distance education. Furthermore, the advantages and problems of distance education and suggestions for future distance learning environments were presented in the light of students views. Finally, the study’s implications and various recommendations for practitioners and researchers were discussed in detail.

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confidence: 99%

The university students’ self-regulated effort, flexibility and satisfaction in distance education

Turan

Küçük

Karabey

2022

Int J Educ Technol High Educ

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“…In this situation, both the lecturers and students faced numerous challenges, making it more challenging to generate and maintain satisfaction than under normal conditions. Weidlich and Kalz (2021) [ 63 ] applied the resilience perspective to the experiences of the higher education lecturers. They found that the shift to online teaching and learning at higher education institutes, upon the outbreak of Covid-19, was influenced by the personality traits of the lecturers, as well as their previous experience.…”

Section: Discussionmentioning

confidence: 99%

What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education

2022

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The experience of graduate degree lecturers in the natural sciences when they switched to online teaching during the Covid-19 pandemic is described. The shift to online teaching throughout the pandemic provided an opportunity to evaluate how lecturers integrate technology into their teaching and what they need to improve their remote teaching. This study used a twofold perspective of TPACK (Technological Pedagogical Content Knowledge) and self-efficacy in online education. Its data were derived from pre-and post-questionnaires, comprising closed and open-ended questions, given at the start and end of the semester. We found that lecturers focused on learning and applying technological and techno-pedagogical knowledge but paid less attention to the integration of three components: technology, pedagogy, and scientific content. Although no statistically significant differences in lecturers’ perceived self-efficacy was found between the start and the end of the semester, at the end of the semester we found a statistically significant correlation between the variables involved in building self-efficacy in online teaching: (1) satisfaction with online teaching and the belief that (2) technology promotes teaching, student interactions, participation, and engagement. Our results enabled us to identify the knowledge aspects that lecturers implemented initiatively and to better understand what aspects required more professional development training. In addition, the results emphasized the importance of developing the lecturers’ self-efficacy for online teaching. These insights can help to improve and enhance online teaching in higher education.

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“…To discover new predictors that may encourage teachers to continue intention to use online instruction, even in an uncertain working environment, as well as their impediments to accepting it. (Weidlich & Kalz, 2021) 2021…”

Section: Studymentioning

confidence: 99%

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

2022

pegegog

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The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

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Exploring predictors of instructional resilience during emergency remote teaching in higher education

Cited by 31 publications

References 56 publications

The university students’ self-regulated effort, flexibility and satisfaction in distance education

The university students’ self-regulated effort, flexibility and satisfaction in distance education

What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

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