Teachers' Experiences of Teaching Online during COVID-19: Implications for Postpandemic Professional Development

Autor/inn/en	González, Carlos; Ponce, Daniel; Fernández, Violeta
Titel	Teachers' Experiences of Teaching Online during COVID-19: Implications for Postpandemic Professional Development
Quelle	In: Educational Technology Research and Development, 71 (2023) 1, S.55-78 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10200-9
Schlagwörter	COVID-19; Pandemics; Technological Literacy; Educational Technology; Online Courses; Teacher Competencies; Barriers; Teaching Methods; Interaction; Computer Assisted Testing; Empathy; College Faculty; Faculty Development + Suchen Sie Ihr Suchwort? Technisches Wissen; Unterrichtsmedien; Online course; Online-Kurs; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Empathie; Fakultät
Abstract	As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises questions concerning how to retain the lessons learned from this period of the "forced" acquisition and innovation of online teaching competencies. In this article, we present the results of an interview-based study of teachers' experiences of online teaching during the pandemic. One hundred fifty-one teachers were interviewed over a period of 2 years during the pandemic. We conducted a hybrid thematic analysis to systematize teachers' experiences. Our results show that despite the problems faced due to the disruption caused by the pandemic, several lessons were learned: teachers employed an array of digital tools to maintain content delivery and promote interaction, deepened their understanding of course design and assessment, and developed an empathic disposition to understand students' situations. We build upon these experiences to generate recommendations for developing digital competencies following the GOT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01