Daniel Ardian Soeselo, Veronica Dwi Jani Juliawati, G. Anastasia, Sandy Theresia, Sanny Winardi
{"title":"COVID-19大流行期间讲师在线教学准备情况","authors":"Daniel Ardian Soeselo, Veronica Dwi Jani Juliawati, G. Anastasia, Sandy Theresia, Sanny Winardi","doi":"10.2991/assehr.k.210930.002","DOIUrl":null,"url":null,"abstract":"Background: The COVID-19 pandemic has caused a sudden shift towards online learning in education system. The readiness of lecturers in conducting online learning is one of the essential pre-conditions for online learning in medical education system. Aims: This study aims to measure lecturers’ attitudes towards online teaching competencies and their differentiating factors. Methods: This descriptive-analytic study was conducted in June-July 2020, which was three months after full-online learning was implemented in Atma Jaya Catholic University of Indonesia. The Faculty Readiness to Teach Online (FRTO) questionnaires with four sub-scales (course design, course communication, time management, and technical competency) as the instruments were given to the medical lecturers to evaluate their readiness to teach online. The validity and reliability of lecturers’ responses were examined. We used multivariate analysis of variance (MANOVA) to analyse the differences in lecturer’s attitude towards online teaching competencies with reference to gender, age, education level, academic rank, and years of teaching. Results: A total of 63 lecturers from our institute participated in this study, 35% were males and 65% were females, with the mean age group of the respondents was between 41.63 ± 7.95 years old. The FRTO questionnaires results show overall high rates (3.50 ± 0.74) of the lecturers’ attitudes to teach online. Course communication were rated the highest (3.79±0.66), followed by course design (3.46±0.76), technical competence (3.39±0.71), and time management (3.35±0.82). Results from multivariate analysis show significant differences in gender (p<0,05), age (p<0,05), and years of teaching (p<0,05) for lecturers’ attitudes towards online teaching competencies. Conclusions: The findings of this study show a good level of lecturers’ readiness to teach online. General training for lecturers should be conducted to accommodate the differences in their readiness levels.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Lecturers’ Readiness in Online Teaching During COVID-19 Pandemic\",\"authors\":\"Daniel Ardian Soeselo, Veronica Dwi Jani Juliawati, G. Anastasia, Sandy Theresia, Sanny Winardi\",\"doi\":\"10.2991/assehr.k.210930.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: The COVID-19 pandemic has caused a sudden shift towards online learning in education system. The readiness of lecturers in conducting online learning is one of the essential pre-conditions for online learning in medical education system. Aims: This study aims to measure lecturers’ attitudes towards online teaching competencies and their differentiating factors. Methods: This descriptive-analytic study was conducted in June-July 2020, which was three months after full-online learning was implemented in Atma Jaya Catholic University of Indonesia. The Faculty Readiness to Teach Online (FRTO) questionnaires with four sub-scales (course design, course communication, time management, and technical competency) as the instruments were given to the medical lecturers to evaluate their readiness to teach online. The validity and reliability of lecturers’ responses were examined. We used multivariate analysis of variance (MANOVA) to analyse the differences in lecturer’s attitude towards online teaching competencies with reference to gender, age, education level, academic rank, and years of teaching. Results: A total of 63 lecturers from our institute participated in this study, 35% were males and 65% were females, with the mean age group of the respondents was between 41.63 ± 7.95 years old. The FRTO questionnaires results show overall high rates (3.50 ± 0.74) of the lecturers’ attitudes to teach online. Course communication were rated the highest (3.79±0.66), followed by course design (3.46±0.76), technical competence (3.39±0.71), and time management (3.35±0.82). Results from multivariate analysis show significant differences in gender (p<0,05), age (p<0,05), and years of teaching (p<0,05) for lecturers’ attitudes towards online teaching competencies. Conclusions: The findings of this study show a good level of lecturers’ readiness to teach online. General training for lecturers should be conducted to accommodate the differences in their readiness levels.\",\"PeriodicalId\":239200,\"journal\":{\"name\":\"Proceedings of the International Conference on Medical Education (ICME 2021)\",\"volume\":\"9 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the International Conference on Medical Education (ICME 2021)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2991/assehr.k.210930.002\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the International Conference on Medical Education (ICME 2021)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2991/assehr.k.210930.002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Lecturers’ Readiness in Online Teaching During COVID-19 Pandemic
Background: The COVID-19 pandemic has caused a sudden shift towards online learning in education system. The readiness of lecturers in conducting online learning is one of the essential pre-conditions for online learning in medical education system. Aims: This study aims to measure lecturers’ attitudes towards online teaching competencies and their differentiating factors. Methods: This descriptive-analytic study was conducted in June-July 2020, which was three months after full-online learning was implemented in Atma Jaya Catholic University of Indonesia. The Faculty Readiness to Teach Online (FRTO) questionnaires with four sub-scales (course design, course communication, time management, and technical competency) as the instruments were given to the medical lecturers to evaluate their readiness to teach online. The validity and reliability of lecturers’ responses were examined. We used multivariate analysis of variance (MANOVA) to analyse the differences in lecturer’s attitude towards online teaching competencies with reference to gender, age, education level, academic rank, and years of teaching. Results: A total of 63 lecturers from our institute participated in this study, 35% were males and 65% were females, with the mean age group of the respondents was between 41.63 ± 7.95 years old. The FRTO questionnaires results show overall high rates (3.50 ± 0.74) of the lecturers’ attitudes to teach online. Course communication were rated the highest (3.79±0.66), followed by course design (3.46±0.76), technical competence (3.39±0.71), and time management (3.35±0.82). Results from multivariate analysis show significant differences in gender (p<0,05), age (p<0,05), and years of teaching (p<0,05) for lecturers’ attitudes towards online teaching competencies. Conclusions: The findings of this study show a good level of lecturers’ readiness to teach online. General training for lecturers should be conducted to accommodate the differences in their readiness levels.
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