Instructional Changes Instigated by University Faculty during the COVID-19 Pandemic: The Effect of Individual, Course and Institutional Factors

Autor/inn/en	Lee, Jihyun; Jung, Insung
Titel	Instructional Changes Instigated by University Faculty during the COVID-19 Pandemic: The Effect of Individual, Course and Institutional Factors
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 52 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jihyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00286-7
Schlagwörter	COVID-19; Pandemics; Educational Change; Online Courses; School Closing; Educational Technology; Technology Uses in Education; College Faculty; Curriculum Development; Teaching Methods; Technology Integration; Beliefs; Teacher Attitudes; Teacher Characteristics; Institutional Characteristics + Suchen Sie Ihr Suchwort? Bildungsreform; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Lehrerverhalten
Abstract	The purpose of this study was to investigate instructional changes made by faculty for emergency online teaching necessitated by the COVID-19 pandemic, and hence to explore key factors related to those changes from an ecological systems perspective. Data on various individual, course, and institutional factors and instructional change variables were collected from 201 educators at higher education institutions. Results revealed that the level of instructional changes made by faculty was on average between substituting their existing course for an online one with some functional improvement (augmentation-level 3) and critical course redesign (modification-level 4), but that educators did not reach the level of the creation of new tasks which were previously inconceivable (redefinition-level 5). The biggest instructional change was found to be in teaching behaviors, followed by technology use, with only small changes in beliefs about online teaching. Factors that most highly correlated with instructional change were individual educators' technology acceptance and innovation propensity, media synchronicity of the course, and the fidelity of institutional support. Recommendations are provided to aid strategic coping by universities facing a major crisis, with insights that may ultimately improve the quality of higher education in non-crisis contexts. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01