Online teaching efficacy and its determinants among Chinese college teachers during the COVID-19 pandemic online teaching

Frontiers in Education Pub Date : 2024-07-19 DOI:10.3389/feduc.2024.1391251

Shifeng Li, Qiongying Xu, Baobao Dang

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Abstract

To minimize the impact of the COVID-19 pandemic on education, countries around the world have turned to online teaching and learning. However, this sudden change also challenges teachers’ teaching competence and efficacy. This study investigated online teaching efficacy and its determinants among Chinese college teachers during the COVID-19 pandemic online teaching. Two hundred and seventeen Chinese college teachers who engaged in online teaching during the pandemic participated in an online survey focusing on online teaching efficacy. The results showed that the overall online teaching efficacy of college teachers was relatively high. While demographics such as gender, age, teaching experience, academic title, highest degree attained, and area of expertise did not significantly impact online teaching efficacy, relevant experiences in online teaching - such as prior online course instruction, participation in online teaching training programs or seminars, and collaborative discussions with colleagues - were found to enhance online teaching efficacy. Universities should quickly adapt to this change and build a professional development support system for faculty in online teaching.

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COVID-19大流行期间中国高校教师在线教学效能及其决定因素

为了尽量减少 COVID-19 大流行病对教育的影响，世界各国纷纷转向在线教学。然而，这一突如其来的变化也对教师的教学能力和教学效果提出了挑战。本研究调查了中国高校教师在 COVID-19 大流行期间的在线教学效能及其决定因素。217 名在大流行期间从事在线教学的中国高校教师参与了以在线教学效能感为核心的在线调查。结果显示，高校教师的整体在线教学效能感相对较高。虽然性别、年龄、教学经验、职称、最高学位和专业领域等人口统计学因素对在线教学效能感没有显著影响，但相关的在线教学经验（如之前的在线课程教学、参加在线教学培训项目或研讨会、与同事合作讨论等）被认为会提高在线教学效能感。大学应尽快适应这一变化，为在线教学的教师建立专业发展支持系统。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Frontiers in Education

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