Teaching online amid the Covid-19 pandemic: Exploring first-time online lecturers' lived experiences

IF 0.9 Q3 EDUCATION, SPECIAL British Journal of Special Education Pub Date : 2023-10-29 DOI:10.1111/1467-8578.12490
Jubilee Chikasha
{"title":"Teaching online amid the Covid-19 pandemic: Exploring first-time online lecturers' lived experiences","authors":"Jubilee Chikasha","doi":"10.1111/1467-8578.12490","DOIUrl":null,"url":null,"abstract":"<p>The study explored the lived experiences of online teaching by first time online lecturers in institutions of higher education in South Africa during COVID-19. The study adopted a qualitative approach. Findings show positive and negative experiences influenced by variables related to personality, technology, workload and physical teaching environment among others. Personality traits like fear of risks, attitudes to online teaching, emotional management skills serve to model experiences. Participants with negative attitude towards online teaching and low emotional intelligence generally had negative experiences of online teaching exacerbated by a lack of technical and psycho-social support. Positive experiences were found to be a result of positive attitude towards change, positive emotional intelligence and access to different kinds of support. This group experienced high levels of job satisfaction and positive online teaching experiences. Understanding lecturers’ experiences is thus crucial in establishing best practices in online teaching which ensure job satisfaction and quality of teaching.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12490","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Special Education","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12490","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

The study explored the lived experiences of online teaching by first time online lecturers in institutions of higher education in South Africa during COVID-19. The study adopted a qualitative approach. Findings show positive and negative experiences influenced by variables related to personality, technology, workload and physical teaching environment among others. Personality traits like fear of risks, attitudes to online teaching, emotional management skills serve to model experiences. Participants with negative attitude towards online teaching and low emotional intelligence generally had negative experiences of online teaching exacerbated by a lack of technical and psycho-social support. Positive experiences were found to be a result of positive attitude towards change, positive emotional intelligence and access to different kinds of support. This group experienced high levels of job satisfaction and positive online teaching experiences. Understanding lecturers’ experiences is thus crucial in establishing best practices in online teaching which ensure job satisfaction and quality of teaching.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
在 Covid-19 大流行中进行在线教学:探索首次在线讲师的生活经历
该研究探讨了新冠肺炎期间南非高等院校首次在线讲师在线教学的亲身体验。这项研究采用了定性方法。调查结果显示,积极和消极体验受到个性、技术、工作量和体育教学环境等变量的影响。对风险的恐惧、对在线教学的态度、情绪管理技能等人格特征都是体验的典范。对网络教学持消极态度和低情商的参与者普遍存在网络教学的负面体验,缺乏技术和心理社会支持加剧了在线教学的负面体验。研究发现,积极的经历是对改变的积极态度、积极的情商和获得不同类型支持的结果。这一群体经历了高水平的工作满意度和积极的在线教学体验。因此,了解讲师的经验对于建立在线教学的最佳实践至关重要,从而确保工作满意度和教学质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
期刊最新文献
Social barriers faced by students with sensory impairment in higher education in Tanzania Issue Information Translational science in the science of reading: A case study Education policy development in England: Effective ‘mainstreaming’ of SEND provision Editorial
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1