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An Investigation of Instructors' Online Teaching Readiness
Doris U Bolliger1, Colleen Halupa2
1STEM Education & Professional Studies, Old Dominion University, Norfolk, VA USA.
Techtrends : for Leaders in Education & Training
|September 6, 2021
Summary
Faculty members were somewhat prepared for emergency online teaching during the pandemic. Confidence and prior online teaching experience significantly impacted their readiness for remote instruction.
Area of Science:
- Education
- Higher Education
- Online Learning
Background:
- The COVID-19 pandemic necessitated a rapid transition to emergency remote teaching.
- Universities shifted from traditional in-person classes to online formats.
- Faculty preparedness for online instruction became a critical concern.
Purpose of the Study:
- To assess the readiness of faculty at two private US universities for online teaching.
- To identify factors influencing faculty preparedness during the pandemic-induced shift.
- To understand faculty self-perceived competencies in online teaching.
Main Methods:
- Survey distributed to faculty members at two private universities in the United States.
- Data collected on instructors' perceived readiness and competence in online teaching tasks.
- Analysis of responses based on prior online teaching experience and confidence levels.
Main Results:
- Instructors reported moderate readiness for online teaching tasks.
- Faculty felt most competent in course communication and least competent in time management.
- Prior online teaching experience and confidence significantly correlated with higher readiness.
- Significant differences in readiness were observed based on years of online teaching experience.
Conclusions:
- Faculty demonstrated partial readiness for emergency online teaching.
- Professional development should focus on areas like time management for online instructors.
- Institutional support and resources are crucial for enhancing online course quality.
- Building faculty confidence is key to successful online teaching adoption.
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