Shifting to digital: adoption and diffusion

Göğüş, Aytaç

doi:10.1007/s11423-020-09862-6

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…Education systems must strive for resilience by creating resources and redundancies for use in case of disruption of core delivery models (Dreesen et al, 2020 ; Portillo & Lopez de la Serna, 2021 ). As Guskey ( 2000 ) indicated, teachers may experience institutional barriers when implementing new knowledge, skills, attitudes, ideas or resolutions. The institutional infrastructure, approach, and policies toward professional development for OT may impede teachers’ professional identity development related to the online transition (Avidov-Ungar & Hayakac, 2022 ; Gogus, 2021 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Factors shaping faculty online teaching competencies during the Covid-19 pandemic

Trevisan

Rossi

Christensen

et al. 2023

Education Tech Research Dev

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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.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Factors shaping faculty online teaching competencies during the Covid-19 pandemic

Trevisan

Rossi

Christensen

et al. 2023

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…The professional development of teachers has increasingly gained greater importance [39], and the adoption of online training and appropriate strategies is vital [40]. Developing teachers' self-efficacy starts in pre-service training, and it is recommended to be improved by providing continuing adequate training and mentorship programmes [41].…”

Section: E-learning Training Programmes For Teacher Education In Asdmentioning

confidence: 99%

“…Developing teachers' self-efficacy starts in pre-service training, and it is recommended to be improved by providing continuing adequate training and mentorship programmes [41]. Best practices and quick solutions to address teachers' immediate teaching and learning needs might be solved by developing online training programmes because of their potential in teachers' professional development [40]. In the global COVID-19 pandemic and the shift to remote teaching, teachers need support and the development of effective training programmes and online network training platforms [42,43].…”

Section: E-learning Training Programmes For Teacher Education In Asdmentioning

confidence: 99%

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

et al. 2022

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Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (MGreece = 15.2, SDGreece = 4.22; MRomania = 13.7, SDRomania = 3.88; U = 39703, p < 0.001). There is also a significant need for training on all the investigated dimensions in both countries, with greater training needs in Romania than in Greece (MGreece = 26, SDGreece = 2.98; MRomania = 27.2, SDRomania = 1.84; U = 35556, p < 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals.

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Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program

Ho¹,

Poon²,

Chan³

et al. 2023

Computers & Education

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Shifting to digital: adoption and diffusion

Cited by 4 publications

References 15 publications

Factors shaping faculty online teaching competencies during the Covid-19 pandemic

Factors shaping faculty online teaching competencies during the Covid-19 pandemic

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching: The T.E.A.C.H. program

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