{"title":"紧急远程教学与面对面教学:COVID-19期间在线教学自我效能感的前体和结果","authors":"Rebekah M. Chiasson, M. Henningsen","doi":"10.1080/08824096.2022.2076664","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teaching practices have been affected by pandemic shifts from face-to-face to online modalities. Instructors (N = 125) reported predictors and outcomes of online teaching self-efficacy (TSE). Results indicated that professional development predicted TSE but only training completed before COVID-19. In comparing teaching modalities, TSE predicted closeness with students, which predicted breadth and depth of instructor self-disclosures with students. Counter to predictions, closeness did not predict sharing information strategically with students.","PeriodicalId":47084,"journal":{"name":"Communication Research Reports","volume":"39 1","pages":"171 - 180"},"PeriodicalIF":1.9000,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Emergency remote instruction versus face-to-face instruction: precursors and outcomes of online teaching self-efficacy during COVID-19\",\"authors\":\"Rebekah M. Chiasson, M. Henningsen\",\"doi\":\"10.1080/08824096.2022.2076664\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Teaching practices have been affected by pandemic shifts from face-to-face to online modalities. Instructors (N = 125) reported predictors and outcomes of online teaching self-efficacy (TSE). Results indicated that professional development predicted TSE but only training completed before COVID-19. In comparing teaching modalities, TSE predicted closeness with students, which predicted breadth and depth of instructor self-disclosures with students. Counter to predictions, closeness did not predict sharing information strategically with students.\",\"PeriodicalId\":47084,\"journal\":{\"name\":\"Communication Research Reports\",\"volume\":\"39 1\",\"pages\":\"171 - 180\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-05-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Communication Research Reports\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08824096.2022.2076664\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Communication Research Reports","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08824096.2022.2076664","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
Emergency remote instruction versus face-to-face instruction: precursors and outcomes of online teaching self-efficacy during COVID-19
ABSTRACT Teaching practices have been affected by pandemic shifts from face-to-face to online modalities. Instructors (N = 125) reported predictors and outcomes of online teaching self-efficacy (TSE). Results indicated that professional development predicted TSE but only training completed before COVID-19. In comparing teaching modalities, TSE predicted closeness with students, which predicted breadth and depth of instructor self-disclosures with students. Counter to predictions, closeness did not predict sharing information strategically with students.
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