Online Teaching Satisfaction and Technostress at Japanese Universities During Emergency Remote Teaching

Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8717-1.ch001

M. Apple, Daniel J. Mills

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引用次数: 3

Abstract

As the COVID-19 pandemic hit Japan in early 2020, courses that were already prepared for face-to-face delivery from the start of the spring term in April suddenly needed to be delivered online via emergency remote teaching. In order to understand the challenges that university faculty faced and to find ways to improve upon the situation if this becomes the “new normal,” it is imperative to understand faculty satisfaction with online teaching and how these perceptions affect motivation and lifestyle. University faculty teaching English-language courses were recruited from several universities in Japan and asked to complete an online survey which consisted of demographics, questions related to online teacher satisfaction, teacher motivation, teacher lifestyle, and open-ended questions. Results indicated mixed feelings toward online education, negative evaluations of the lack of Japanese universities' preparedness for online long-distance learning, and concerns about the social and physical health of students and instructors.

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日本高校应急远程教学中网络教学满意度与技术压力

随着2020年初新冠肺炎大流行袭击日本，从4月份春季学期开始就已经准备好面对面授课的课程突然需要通过紧急远程教学在线授课。为了了解大学教师面临的挑战，并找到改善这种情况的方法，如果这成为“新常态”，了解教师对在线教学的满意度以及这些看法如何影响动机和生活方式是势在必行的。从日本的几所大学招募了教授英语课程的大学教师，并要求他们完成一项在线调查，该调查包括人口统计数据、与在线教师满意度、教师动机、教师生活方式相关的问题以及开放式问题。调查结果表明，人们对在线教育的态度复杂，对日本大学在线远程学习准备不足的负面评价，以及对学生和教师的社会和身体健康的担忧。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Transferring Language Learning and Teaching From Face-to-Face to Online Settings

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