Impact of instructors’ online teaching readiness on satisfaction in the emergency online teaching context

This study aims at investigating the predictive effects of online teaching readiness factors on instructors’ satisfaction and confidence in the emergency online teaching context. The target population is instructors who experienced online teaching during the COVID-19 pandemic, particularly in South...

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Bibliographic Details
Published inEducation and information technologies Vol. 28; no. 4; pp. 4109 - 4126
Main Author Lim, Jieun
Format Journal Article
LanguageEnglish
Published New York Springer US 01.04.2023
Springer
Springer Nature B.V
Subjects
College Faculty
Computer Appl. in Social and Behavioral Sciences
Computer Mediated Communication
Computer Science
Computers and Education
COVID-19
Distance learning
Education
Educational Technology
Epidemics
Faculty Development
Foreign Countries
Information Systems Applications (incl.Internet)
Job Satisfaction
Online Courses
Online instruction
Pandemics
Readiness
Self Esteem
South Korea
Study and teaching
Surveys
Teacher Attitudes
Teacher Competencies
Teachers
Teaching
University faculty
User Interfaces and Human Computer Interaction
South Korea
Hierarchical regression
Online teaching confidence
Online teaching satisfaction
Emergency online teaching
Online teaching readiness
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Summary:This study aims at investigating the predictive effects of online teaching readiness factors on instructors’ satisfaction and confidence in the emergency online teaching context. The target population is instructors who experienced online teaching during the COVID-19 pandemic, particularly in South Korea. Two hundred and thirteen instructors from 15 universities in South Korea responded to a survey asking about online teaching readiness (technological, pedagogical, online communication, time and environment management, and institutional support readiness), satisfaction, and confidence. Hierarchical regression analysis showed that pedagogical and online communication readiness have significant positive effects on both satisfaction and confidence, while showing lower means than other online teaching readiness sub-categories. This research concludes that specific strategies and skills for pedagogical and online communication readiness have to be stressed in professional development programs for online teaching.
Bibliography:ObjectType-Article-1
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11241-y