EVERYBODY ONLINE: INSTRUCTORS’ SELF-EFFICACY AND TRAINING NEEDS DURING THE TRANSITION TO (A)SYNCHRONOUS ONLINE TEACHING

2021 ◽  
Author(s):  
Maaike Grammens ◽  
Fien De Smedt ◽  
Lieselot Declercq ◽  
Bram De Wever
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Training Needs ◽  
Online Instructors ◽  
And Training ◽  
Synchronous Online

The Factors that Influence E-Instructors’ Performance in Taiwan

2010 ◽  
Vol 1 (4) ◽  
pp. 50-59
Author(s):  
Chun-Yi Shen ◽  
Chiung-Sui Chang
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Questionnaire Survey ◽  
Self Efficacy ◽  
Online Teaching ◽  
Human Performance ◽  
Performance Model ◽  
Basic Skill ◽  
Online Instructors ◽  
Integrate Technology

Online teaching is the fastest growing form of delivery in higher education and faculty is expected to integrate technology into their teaching. The purpose of this study is to examine the performance of e-instructors in Taiwan based on the new human performance model. To achieve the purposes, this paper adopted a questionnaire survey and One hundred and six online instructors from 25 universities in Taiwan participated in this study. Correlation and multiple regression are performed to analysis the data. After statistical analysis, the results show that the four factors, advanced skill, basic skill, effort, and self-efficacy, contributed significantly to the model variance of e-instructors’ performance in online teaching. The results also provide the evidences of the importance of self-efficacy in online teaching.

scholarly journals Virtual Learning and Training Needs in a Peripheral Region of Colombia

TEM Journal ◽  
2020 ◽  
pp. 1681-1686
Author(s):  
Francisco R. Bernal ◽  
Nidia Guzmán ◽  
Juan M. Andrade
Keyword(s):  
Self Efficacy ◽  
Random Sampling ◽  
Self Regulation ◽  
Simple Random Sampling ◽  
Peripheral Region ◽  
Training Needs ◽  
Survey Questionnaire ◽  
Perceptions Of Students ◽  
Virtual Platform ◽  
And Training

This research seeks to identify necessary elements that allow students to improve self-regulation of learning and self-efficacy in their results in order to achieve a thorough education based on the experience of undergraduate users with their virtual platform. A quantitative method was used, involving a survey questionnaire which would subtract the objective aspects of data collection. The sample was determined according to simple random sampling. As part of the research, the perceptions of students and professors was analyzed, inquiring them on their levels of selfregulation and self-efficacy. Considering the results, the appreciation of the platform was positive while opinions were divided as for the levels of selfregulation and their conception of self-efficiency.

The Factors that Influence E-Instructors’ Performance in Taiwan

2012 ◽  
pp. 290-298
Author(s):  
Chun-Yi Shen ◽  
Chiung-Sui Chang
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Questionnaire Survey ◽  
Self Efficacy ◽  
Online Teaching ◽  
Human Performance ◽  
Performance Model ◽  
Basic Skill ◽  
Online Instructors ◽  
Integrate Technology

Online teaching is the fastest growing form of delivery in higher education and faculty is expected to integrate technology into their teaching. The purpose of this study is to examine the performance of e-instructors in Taiwan based on the new human performance model. To achieve the purposes, this paper adopted a questionnaire survey and One hundred and six online instructors from 25 universities in Taiwan participated in this study. Correlation and multiple regression are performed to analysis the data. After statistical analysis, the results show that the four factors, advanced skill, basic skill, effort, and self-efficacy, contributed significantly to the model variance of e-instructors’ performance in online teaching. The results also provide the evidences of the importance of self-efficacy in online teaching.

Survey of psychologists’ telebehavioral health practices: Technology use, ethical issues, and training needs.

2018 ◽  
Vol 49 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Robert L. Glueckauf ◽  
Marlene M. Maheu ◽  
Kenneth P. Drude ◽  
Brittny A. Wells ◽  
Yuxia Wang ◽  
...  
Keyword(s):  
Technology Use ◽  
Ethical Issues ◽  
Training Needs ◽  
Health Practices ◽  
Telebehavioral Health ◽  
And Training

Treating Veterans and Military Families: Evidence Based Practices and Training Needs Among Community Clinicians

2016 ◽  
Vol 53 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Lauren K. Richards ◽  
Eric Bui ◽  
Meredith Charney ◽  
Katherine Clair Hayes ◽  
Allison L. Baier ◽  
...  
Keyword(s):  
Military Families ◽  
Training Needs ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
And Training

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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