高校教师网络教学自我评价与背景的关系——基于对我国334所高校的调查

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asian Education and Development Studies Pub Date : 2021-01-25 DOI:10.1108/AEDS-08-2020-0185

Wei Wu, Rui Yao, Zuoxu Xie

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引用次数: 1

摘要

目的:本文旨在以中国高校教师为研究对象，考察其在线教学自我评价，分析其在COVID-19设计/方法/方法中评价的主要影响因素:根据教育生态学理论，本文将影响教师网络教学自我评价的因素从宏观到微观分为大学背景、课程背景和教师个人背景三个层面。对334所高校13997名教师的网络教学自我评价及其与教师背景的关系进行了数据统计和分析。研究发现:教师的网络教学自我评价主要包括三个维度:不同背景特征的教师在这三个维度上存在显著差异，包括宏观背景层面上的地域、大学类型、大学性质，中观背景层面上的网络课程种类和数量，微观背景层面上的性别、教学年限、职称和学科。为提高教师对网络教学的自我评价，建议建立教师在线教学自我评价体系，加强学校的支持和保障，加强在线教学培训，提高教师的信息素养。这项针对中国教师在线教学评价的大规模实证调查，可以让学者们更深入地了解中国在线教学的实施情况以及教师对在线教学的自我评价©2020,Emerald Publishing Limited

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The relationship between university teachers' self-evaluation of online teaching and their background: based on the survey of 334 Chinese universities

Purpose: This paper aims to take Chinese university teachers as the research objects to examine their self-evaluation of online teaching and analyze the main factors influencing their evaluation during COVID-19 Design/methodology/approach: According to the theory of educational ecology, the factors influencing teachers' self-evaluation of online teaching in this paper include university background, courses background and teachers' personal background from the macro- to micro-levels Through exploratory factor analysis, independent sample T-test and one-way analysis of variance (ANOVA), the self-evaluation of online teaching of 13,997 teachers from 334 universities and their relationship with teachers' background have been subject to data statistics and analysis Findings: Teachers' self-evaluation of online teaching mainly includes three dimensions: online teaching methods, online teacher–student interaction and online teaching techniques There are significant differences in these three dimensions among teachers with different background characteristics, including regions, the types of universities, the nature of universities in macro background levels, the types and numbers of online courses in meso background levels, and the gender, years of teaching, professional titles and disciplines in micro background levels Practical implications: To improve teachers' self-evaluation of online teaching, it is suggested to build an online teaching self-evaluation system for teachers, strengthen university support and guarantee, strengthen online teaching training and improve the information accomplishments of teachers Originality/value: This large-scale empirical survey of online teaching evaluation of Chinese teachers can provide scholars with a deeper understanding of the implementation of online teaching in China and the self-evaluation of online teaching by teachers © 2020, Emerald Publishing Limited

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来源期刊

Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .