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How did the transition toward virtual education change lecturers' appraisal forms?
Emanuel Tamir1, Yonatan Shertzer2, Edna Rabenu1
1Tel-Hai Academic College, Israel.
Lecturer roles expanded during the shift to virtual education, with increased student support and digital technology integration. Institutions adapted evaluation criteria to reflect these evolving expectations in higher education.
Area of Science:
- Education
- Higher Education Pedagogy
- Educational Technology
Background:
- The COVID-19 pandemic necessitated a rapid transition to virtual education.
- Pre-pandemic expectations for institutional lecturers differed significantly from those during the pandemic.
- Student evaluations of teaching (SET) are key instruments for assessing lecturer performance.
Purpose of the Study:
- To explore changes in institutional lecturer expectations during the virtual education transition.
- To examine how student evaluations of teaching (SET) reflect and shape lecturer roles in virtual settings.
- To understand institutional adaptation to evolving lecturer responsibilities in digital education.
Main Methods:
- Analysis of feedback forms and teaching committee protocols.
- Interviews with academic managers, teaching center staff, and department heads.
- Qualitative examination of institutional responses to virtual education demands.
Main Results:
- Lecturer roles significantly expanded, encompassing greater student support.
- Integration of digital technology became a core component of teaching expectations.
- Institutional evaluation criteria evolved to encompass new lecturer responsibilities.
Conclusions:
- The shift to virtual education broadened the scope of lecturer duties.
- Academic institutions demonstrated adaptive strategies, influenced by theories like 'Satisficing' and 'Incrementalism'.
- Findings inform the development of effective teaching standards and tailored lecturer training for the digital age.
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