The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online ...teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.
This paper presents the qualitative results of a larger mixed-methods study that examined teachers' experience transitioning to online teaching and learning (OTL) in Malaysian higher education (HE) ...institutions to understand how academics perceived their OTL readiness and what competencies were perceived to be central during the Covid-19 pandemic. Data collected from twenty-two teachers (n = 22) (three public; three private HEs) through semi-structured in-depth interviews revealed that OTL readiness was perceived through course design, communication competence, time management, and technological competence. Additionally, agentic competence emerged as crucial in shaping resilience and adaptability during the transition to OTL. The paper makes two contributions. First, the study contributed to the literature on online teaching readiness in that reconceptualisation needs to be holistic and inclusive due to the unique HE context. Second, it provides valuable insights to those who devise training exercises and universities required to respond to them in enhancing teacher agency.
This study examines the interrelationships of Chinese university teachers' online teaching experiences, online teaching engagement, and online teaching outcomes in the context of the COVID‐19 ...pandemic. We conducted a survey of 7978 teachers from 235 universities in China from April 2020 to 2021 and explored the relationships among online teaching experiences, teaching engagement, and teaching outcomes in the context of college teachers. The key findings include: (1) Chinese college teachers' online teaching experiences positively predict online teaching engagement, (2) Chinese college teachers' online teaching engagement positively predicts online teaching outcomes, (3) Chinese college teachers' online teaching experiences positively predict online teaching outcomes, and (4) teachers' online teaching engagement partially mediates the relationship between online teaching experiences and online teaching outcomes.
Practitioner Points
When implementing online teaching, it is essential not to overlook the online teaching experience and engagement of teachers.
Teacher engagement in online teaching partially mediates the relationship between online teaching experience and outcomes.
Online teaching still adheres to the general principles of effective pedagogy practiced by teachers.
This study looks at the instructional methods utilised by English Language teachers in Malaysia during the Covid-19 outbreak. During the pandemic in 2020/2021, the participants had to learn, explore, ...and decide which digital tools to use remotely for teaching and learning. In May 2021, twenty English Language Teachers from various secondary schools in Malaysia participated in this study. The Movement Control Order (MCO) period was in effect when the study project began, so Google survey forms were chosen as the research tool. The Google forms were sent out via Telegram and WhatsApp, two popular online teacher support groups. Schools were forced to close in March 2020, and the time of Home-Based Teaching and Learning (PdPR) began with teachers conducting online classes from their homes. This study looks at the online technologies that the participants utilised and the obstacles they faced when teaching online. The study establishes a link between the various types of digital tools and the benefits of using these teaching and learning tools for both teachers and students; it also showed how the digital tool selection was influenced by either the teacher or the student or both. The study's findings revealed that most of the participants used comparable tactics and strategies in their online teaching, such as allowing students time and space to reply to lessons utilising the asynchronous method. According to the findings, participants faced problems such as a lack of internet access, failure of electronic and digital technologies, poor self-efficacy, and lack of support during their HBT&L period. The findings further showed that 80% of the participants used mobile applications such as WhatsApp and Telegram to connect, communicate and teach, as these tools were available to their students. The study’s acknowledgement of the fundamental premise of Malaysia’s status as a developing nation, with its lack of digital infrastructure, poor economic realities of its citizen and the unaffordability of data makes the selection of tools relevant in this 21st century. The study also provides a promising start for utilising these different online teaching tools using flipped, hybrid, asynchronous, or synchronous forms, which have many elements of progressivism and constructivism type teaching styles. When combined with in-person education, the findings could have considerable benefits for the learner and support heutagogy (learning self-management) when combined with in-person teaching.
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. ...This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new ...stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.
Online teaching has become an inevitable trend in education as technology and engineering advance. It is necessary to train and foster online teaching competence for lecturers at higher education ...institutions. This article uses the literature review and the theoretical method to analyze the existing proposals on models and frameworks of online teaching competency by many different authors worldwide. Based on the discovery of the commonalities and gaps between these perspectives combined with analyzing the characteristics of online teaching at the university level, the article proposes a framework of online teaching competencies for the higher education faculty along with relevant knowledge related to these competencies. This framework includes eight competencies with specific performance criteria. This article also builds a process for training online teaching competence for lecturers at higher education institutions. According to the PDCA deeming cycle, this process consists of three stages: planning, implementation and improvement to support lecturers in adapting to the virtual teaching environment.
The COVID-19 pandemic has forced sudden transformation in many sectors of the global community, turning the world upside down. Everything has been impacted, not excluding the education sector, which ...has experienced some unforeseen changes in many parts of the world. The sudden transition to online pedagogy as a result of COVID-19 in developing countries has exposed some inequalities and challenges, as well as benefits. These challenges and inequalities have now become the new realities in the educational sector of developing countries. Suggestions are provided here so that the challenges presented by the new approach can be mitigated while we come to terms with the disruptions introduced by COVID-19 to our education sector.
The global pandemic caused by the COVID-19 virus has had a disruptive and profound impact on English-language teaching. To reduce the spread of the virus, teachers and learners had to suspend ...in-person teaching and learning. This led to the widespread adoption of synchronous and asynchronous online teaching. Obviously, this period has led to immense challenges for teachers and students alike, but it has also provided a unique opportunity to understand the potential affordances of online teaching in English-language teaching. This study, a systematic thematic review of empirical studies pertaining to English-language teaching and the COVID-19 pandemic, identifies and analyses the key knowledge generated by the English-language-teaching community during the pandemic. It ends with a discussion of the lessons learned from the pandemic and suggests potential areas for further research.
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online ...due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author's experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
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