Teaching during COVID-19: faculty members’ perceptions during and after an “exceptional” semester

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of International Education in Business Pub Date : 2021-04-09 DOI:10.1108/JIEB-12-2020-0099

L. Zizka, Gaby Probst

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引用次数: 7

Abstract

Purpose: With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic Design/methodology/approach: Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima A total of 19 faculty members participated in the survey Of the participants, 56 7% responded in the first survey and 70 9% responded in the second Findings: The findings revealed that the faculty’s impressions of their online courses remained positive The most significant issue cited was time According to faculty estimations, more than ten additional hours per week were spent preparing for online courses Nonetheless, many faculty members reported interest in continuing online practices in their future courses Practical implications: The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary Originality/value: The study contributes to the existing literature by analyzing one stakeholder group, i e faculty members, and their perceptions of teaching during a worldwide pandemic © 2021, Emerald Publishing Limited

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2019冠状病毒病期间的教学:教师在“特殊”学期期间和之后的看法

目的:随着2020年3月新冠肺炎疫情在欧洲的到来，世界各地的高等教育机构(HEIs)面临着创建在线课程来完成学期的问题。在强调灵活性和创新解决方案等积极因素的同时，文献关注了许多教师问题，如在线疲劳、本文旨在探讨在COVID-19大流行的特殊情况下教师对教学的看法设计/方法/方法:在第一周和学期结束时，通过Lima项目在瑞士一所商学院进行了两次调查，共有19名教师参加了调查。参与者中，56.7%的人在第一次调查中做出了回应，70%的人在第二次调查中做出了回应。调查结果显示，教师对在线课程的印象仍然是积极的，最重要的问题是时间，据教师估计，每周有超过10个小时的额外时间用于准备在线课程，尽管如此，许多教师表示有兴趣在他们未来的课程中继续在线实践。2019冠状病毒病大流行促使高等教育机构在以能力为导向的教学模式下接受数字革命。然而，在未来，高等教育机构必须通过仔细规划和评估其作为一个机构的数字准备情况，并在必要时为教师和学生提供培训，来减轻长期影响。该研究通过分析一个利益相关者群体，即教师，以及他们在全球大流行期间对教学的看法，为现有文献做出了贡献©2021,Emerald Publishing Limited

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来源期刊

Journal of International Education in Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.50

自引率

6.70%

发文量

期刊介绍： The journal of International Education in Business (JIEB) is a peer reviewed journal concerned with theoretical and pedagogic aspects of international education in business schools and its flow-on implications for the workplace. The journal publishes papers that are concerned with: - international education, - cross- and inter-cultural aspects of internationalisation, - internationalisation of business schools, - business school teaching and learning, - academic and social engagement of students, - recruitment and marketing of business education in international contexts, - quality processes with respect to internationalisation, and - global organisations as stakeholders of internationalisation. Theoretical and empirical papers (qualitative and quantitative) as well as case analyses are invited. Papers that explore micro- and macro-perspectives in business and international education are also included.