{"title":"Investigating factors associated with faculty perspectives on changes in teaching modalities within health professions education programs","authors":"Hyun-Jin Jun, Yuane Jia, Violet Kulo","doi":"10.1007/s10639-024-13034-x","DOIUrl":null,"url":null,"abstract":"<p>Educators in higher education institutions swiftly transitioned from face-to-face to online and remote classes to mitigate physical contact risks and ensure student and faculty safety during the pandemic. However, this abrupt shift presented both personal and institutional challenges in redefining the expectations and roles of instructors and learners in online teaching and learning activities. Despite the critical importance of understanding faculty perspectives on these teaching modality changes, limited research exists on the factors associated with faculty perspectives on transitioning from face-to-face to online teaching, particularly with a diverse sample. This study aims to address this gap by exploring factors associated with faculty perspectives on teaching modality changes in health professions education programs, utilizing a novel self-reported instrument. An online survey was distributed to assess various aspects, including teaching, social, and cognitive presence, self-efficacy, transition experience, and favorability towards online teaching. Data were collected from 117 faculty members across six U.S. institutions in 2021. Exploratory factor analysis revealed four distinct underlying factors: Community of Inquiry (CoI), self-efficacy, commitment, and favorability of online teaching. Results from multiple linear regression models indicated that previous online teaching experience was statistically significantly associated with the CoI score. The findings underscore the importance of professional development initiatives and the establishment of best practices in online teaching to support faculty in navigating and succeeding in the post-pandemic online teaching environment.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"49 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13034-x","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Educators in higher education institutions swiftly transitioned from face-to-face to online and remote classes to mitigate physical contact risks and ensure student and faculty safety during the pandemic. However, this abrupt shift presented both personal and institutional challenges in redefining the expectations and roles of instructors and learners in online teaching and learning activities. Despite the critical importance of understanding faculty perspectives on these teaching modality changes, limited research exists on the factors associated with faculty perspectives on transitioning from face-to-face to online teaching, particularly with a diverse sample. This study aims to address this gap by exploring factors associated with faculty perspectives on teaching modality changes in health professions education programs, utilizing a novel self-reported instrument. An online survey was distributed to assess various aspects, including teaching, social, and cognitive presence, self-efficacy, transition experience, and favorability towards online teaching. Data were collected from 117 faculty members across six U.S. institutions in 2021. Exploratory factor analysis revealed four distinct underlying factors: Community of Inquiry (CoI), self-efficacy, commitment, and favorability of online teaching. Results from multiple linear regression models indicated that previous online teaching experience was statistically significantly associated with the CoI score. The findings underscore the importance of professional development initiatives and the establishment of best practices in online teaching to support faculty in navigating and succeeding in the post-pandemic online teaching environment.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
