Lecturer responsiveness in online learning – availability, accessibility, and flexibility: a matter of kindness

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-06-23 DOI:10.1080/0309877X.2023.2226073

A. Levenberg

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引用次数: 0

Abstract

ABSTRACT Kindness signifies a way of behaving towards other individuals. Kindness is a desirable and admired conduct of schoolteachers but is less expected in higher education. During the Covid-19 pandemic, on-campus learning shifted completely to online learning settings, requiring lecturers to adopt behaviours that may not have been part of their previous routine. Although lecturers’ kindness is linked to students’ satisfaction, perseverance, and outcomes, there is a dearth of research concerning the kindness of higher education lecturers teaching online. Thus, the current study uncovered how students perceived lecturers’ kindness in online learning. Sixty-five students responded to a survey containing both closed and open-ended questions. Content analysis showed that lecturers’ kindness in online learning is perceived as mostly different from kindness on-campus, necessitating consideration of students’ situational and technological difficulties. Moreover, kindness was perceived as responsive to students in three components: availability, accessibility, and flexibility. Conceptualising kindness in online learning settings can improve lecturers’ online teaching practices.

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讲师在在线学习中的反应能力——可用性、可访问性和灵活性：一个善意的问题

善良是一种对待他人的行为方式。善良是学校教师所向往和钦佩的行为，但在高等教育中却不那么受欢迎。在新冠肺炎大流行期间，校内学习完全转向了在线学习环境，要求讲师采取可能不是他们以前常规的行为。尽管讲师的善良与学生的满意度、毅力和成绩有关，但对在线教学的高等教育讲师的善良却缺乏研究。因此，目前的研究揭示了学生在在线学习中如何感知讲师的友善。65名学生回答了一项包含封闭式和开放式问题的调查。内容分析表明，讲师在网络学习中的友善与在校园中的友善大多不同，这需要考虑学生的情境和技术困难。此外，善良被认为在三个方面对学生有反应：可用性、可及性和灵活性。将善意概念化到在线学习环境中可以改善讲师的在线教学实践。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.