Data-Driven Decisions of Higher Education Instructors in an Era of a Global Pandemic

Autor/inn/en	Usher, Maya; Hershkovitz, Arnon
Titel	Data-Driven Decisions of Higher Education Instructors in an Era of a Global Pandemic
Quelle	In: Online Learning, 27 (2023) 2, S.170-186 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Higher Education; COVID-19; Pandemics; Decision Making; Teacher Attitudes; Data Analysis; In Person Learning; Crisis Management; Distance Education; Educational Change; Comparative Analysis; Teacher Student Relationship; Social Support Groups; Well Being; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Lehrerverhalten; Auswertung; Krisenmanagement; Distance study; Distance learning; Fernunterricht; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Well-being; Wellness; Wohlbefinden; Cultural comparison; Kulturvergleich
Abstract	The impact of the COVID-19 pandemic on the higher education sector has been overwhelming, with emergency responses that have affected decision-making processes. Yet, our understanding of higher education instructors' perspectives regarding the process of data-driven decisions, especially in times of emergency, is still limited. We aimed at characterizing the types of data-driven decisions that higher education instructors have made in their courses. This was done while asking the instructors to reflect upon a face-to-face (F2F) course that was suddenly shifted to emergency remote teaching (ERT), due to the COVID-19 pandemic outbreak. Taking a qualitative approach, data were collected via an open-ended online questionnaire distributed among 109 higher education instructors from different countries. The findings suggest that the instructors mentioned a wider range of data sources, and a wider range of data-driven decisions while referring to the ERT mode, compared with their F2F instruction. In F2F teaching, the instructors mostly provided students with real-time educational assistance. In ERT, the instructors mostly adjusted the course requirements, promoted collaboration among students, and offered them social and emotional support. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01