Factors influencing faculty’s online teaching decisions

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2022-06-20 DOI:10.1080/01587919.2022.2088474

G. A, Jingrong Xie, Nilufer Korkmaz

引用次数: 2

Abstract

Abstract The purpose of this exploratory study was to investigate the contributing factors that influence online instructors’ decisions on course design and delivery strategies in higher education institutions. We conducted a principal component analysis with 81 online instructors across the United States of America to validate a conceptual framework that could potentially help instructional design departments to prepare faculty for teaching online. The finalized online teaching preference construct consists of three dimensions: general teaching beliefs, knowledge of online pedagogy, and institutional support. The online instructors’ teaching fields, preferred instructional modality, and online teaching experiences influenced their preferences in these three dimensions. In addition, the instructors with only remote teaching experience in response to the COVID-19 crisis did not like teaching online. The implications of our findings are discussed in this paper.

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影响教师在线教学决策的因素

摘要本研究旨在探讨影响高等院校网络教师课程设计与交付策略决策的因素。我们对美国的81名在线教师进行了主成分分析，以验证一个概念框架，该框架可能有助于教学设计部门为在线教学做好准备。最终确定的网络教学偏好结构包括三个维度:一般教学信念、网络教学知识和机构支持。在线教师的教学领域、偏好的教学方式和在线教学经历影响了他们在这三个维度上的偏好。此外，只有应对新冠肺炎疫情远程教学经验的教师不喜欢在线教学。本文对研究结果进行了讨论。

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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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.