Shifting from Face-to-Face to Online Teaching During COVID-19: The Role of University Faculty Achievement Goals for Attitudes Towards This Sudden Change, and Their Relevance for Burnout/Engagement and Student Evaluations of Teaching Quality

As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, and their attitudes and burn-out/engagement during the first semester with enforced online teaching. Additionally, we used 703 student ratings of these faculty members’ teaching quality in terms of student learning. Re-sults indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence de-velopment. Conversely, performance (appearance) avoidance goals and work avoidance goals went along with perceiving this change as threatening, which, in turn, was related to increased burnout levels and students reporting their learning to be worse. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning.

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The Role of Clarity About Study Programme Contents and Interest in Student Evaluations of Teaching

Psychology Learning & Teaching ◽

10.1177/1475725718779727 ◽

2018 ◽

Vol 17 (3) ◽

pp. 272-292 ◽

Cited By ~ 1

Author(s):

Daniela Feistauer ◽

Tobias Richter

Keyword(s):

Multilevel Models ◽

Teaching Quality ◽

Student Evaluations ◽

Student Evaluations Of Teaching ◽

Teacher Student ◽

Study Programme ◽

Psychology Courses ◽

Data Points ◽

Biasing Effects

Validity is an important issue when measuring teaching quality using student evaluations. This study examined the effects of psychology students’ subjective clarity about study contents and their prior interest in the subject as variables possibly biasing the evaluations of psychology courses. German students ( N = 292) evaluated lectures and seminars over five years with a standardized questionnaire, yielding 3,348 data points. In cross-classified multilevel models, we separated the total variance into the variance components of course, teacher, student, and the Teacher x Student interaction and found evidence for biasing effects with regard to the students’ clarity about study contents and prior subject interest. These effects were small overall and were stronger for lectures than for seminars. These results suggest that the validity of evaluations of teaching in psychology can be improved by creating realistic expectations of what psychology is about before students choose psychology as a study subject.

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Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

Accounting Research Journal ◽

10.1108/arj-09-2020-0302 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Kate L. Morgan ◽

Wei Chen

Keyword(s):

Online Teaching ◽

Sudden Change ◽

Course Delivery ◽

Financial Accounting ◽

Content Type ◽

Face To Face ◽

Course Materials ◽

Accounting Courses ◽

Online Assessments ◽

Short Time

Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

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Need Satisfaction and Achievement Goals for Teaching of Universi-ty Faculty: An International Study of Their Interplay and Relevance for Positive Affect, Teaching Quality, and Professional Learning

10.31234/osf.io/wvk2j ◽

2020 ◽

Author(s):

Martin Daumiller ◽

Stefan Janke ◽

Raven Rinas ◽

Oliver Dickhäuser ◽

Markus Dresel

Keyword(s):

Higher Education ◽

Positive Affect ◽

Achievement Goals ◽

International Study ◽

Teaching Quality ◽

Need Satisfaction ◽

Achievement Goal ◽

University Faculty ◽

Faculty Motivation ◽

Faculty Experiences

Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1,410 university faculty members from German, In-dian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learn-ing. Results attested measurement invariance of basic need and achievement goal scales regard-ing language, higher education context, and institution type. We found small differences in mo-tivations between the three higher education contexts and negligible differences between institu-tion types. Task, learning, and relational goals were positively, and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome varia-bles. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

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UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

Online Learning ◽

10.24059/olj.v8i2.1826 ◽

2019 ◽

Vol 8 (2) ◽

Cited By ~ 1

Author(s):

Dianne Conrad

Keyword(s):

Social Presence ◽

Online Teaching ◽

Graduate Program ◽

Teaching Experience ◽

Teaching Online ◽

Face To Face ◽

University Instructors ◽

First Time ◽

Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

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Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?

Frontiers in Psychology ◽

10.3389/fpsyg.2021.652093 ◽

2021 ◽

Vol 12 ◽

Author(s):

Julia Hein ◽

Stefan Janke ◽

Raven Rinas ◽

Martin Daumiller ◽

Markus Dresel ◽

...

Keyword(s):

Higher Education ◽

Achievement Goals ◽

Structural Equation ◽

Online Survey ◽

Student Evaluations ◽

Equation Modeling ◽

Student Evaluations Of Teaching ◽

Self Regulated Learning ◽

Regulated Learning ◽

Avoidance Goals

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

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Adverse Changes In Faculty Behavior Resulting From Use Of Student Evaluations Of Teaching: A Case Study

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v8i1.980 ◽

2011 ◽

Vol 8 (1) ◽

Cited By ~ 2

Author(s):

Robert E. Pritchard ◽

Gregory C. Potter

Keyword(s):

Student Evaluation ◽

Teaching Quality ◽

Student Evaluations ◽

Evaluation Instrument ◽

Senior Year ◽

Student Evaluations Of Teaching ◽

Regional University ◽

Underlying Causes ◽

College Of Business

Based on a detailed literature review and longitudinal analysis, this paper explores the possible underlying causes of the decline in the number of hours per week graduating business seniors indicated they studied during their senior year. The study was conducted at an AACSB accredited college of business at a regional university. The study indicates that the decline in hours studied was likely an unintended result of using a process designed to demonstrate continuous improvement in teaching. The process utilized the Educational Testing Service’s SIR II student evaluation instrument as the only measure of teaching quality/effectiveness. The study concludes that the process may have pressured some instructors to sacrifice teaching rigor in an attempt to obtain more favorable student evaluations, thereby precipitating the decline in hours studied.

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Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

10.31234/osf.io/5926v ◽

2021 ◽

Author(s):

Martin Daumiller ◽

Stefan Janke ◽

Julia Hein ◽

Raven Rinas ◽

Oliver Dickhäuser ◽

...

Keyword(s):

Higher Education ◽

Self Efficacy ◽

Achievement Goals ◽

Teacher Motivation ◽

Learning Experiences ◽

Teaching Quality ◽

And Performance ◽

Avoidance Goals ◽

Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

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Peran Orang Tua Dalam Mendampingi Anak Pada Proses Pembelajaran Pendidikan Agama Islam Selama Pandemi Covid 19

Jurnal Riset dan Pengabdian Masyarakat ◽

10.22373/jrpm.v1i1.669 ◽

2021 ◽

Vol 1 (1) ◽

pp. 34-47

Author(s):

Shelanita Aulia ◽

Zya Dyena Meutia

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Islamic Education ◽

Face To Face ◽

Qualitative Research Methodology ◽

Face To Face Learning ◽

Role Of Parents ◽

The Right ◽

At Home

The Covid-19 phenomenon around the world is getting worse day by day. The covid 19 pandemic has put the world's economy in uncertainty. However, not only in the economic sector, one of the effects of this pandemic is also being felt in the education sector. Students and school have been sent home and closed. Therefore, learning must be done at home. Teachers are confused about finding the right learning method for students, then they have to ask parents for help in learning. A new problem resurfaced. Parents struggle to manage work and childcare. Moreover, Islamic Education, which must be really ascertained whether you already understand or not will have a big impact in the future. This study aims to see how the role of parents in accompanying children in learning Islam at home. Qualitative research methodology using exploratory study case method. In this study, respondents were 8 parents of students in various schools in Banyuasin. Interviews were conducted semi-structured with a list of questions compiled for interviews developed based on related literature. Respondents were selected using a purposive method. The results of this study are that there are several impacts or safety as parents and students in online teaching and learning activities and the application of face-to-face learning zoning in schools are ineffectiveness in the learning process, especially regarding the implementation of practices in Islamic education, lack of using technology and additional work for parents. in accompanying children and the limited knowledge of parents in Islamic Education.

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Teachers’ Perceptions of the Transition from Onsite to Online Teaching during the Covid-19 Pandemic

Journal of Education and e-Learning Research ◽

10.20448/journal.509.2021.84.416.422 ◽

2021 ◽

Vol 8 (4) ◽

pp. 416-422

Author(s):

Luu Nguyen Quoc Hung

Keyword(s):

Online Learning ◽

Online Teaching ◽

Teaching Quality ◽

Educational Institutions ◽

Educational Systems ◽

Teachers Perceptions ◽

Online Teachers ◽

Face To Face ◽

Traditional Classroom Teaching ◽

Temporary Closure

Educational systems worldwide have been affected by government restrictions imposed in response to the Covid-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers’ perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers’ suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.

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