University Teachers' Profiles Based on Digital Innovativeness and Instructional Adaptation to COVID-19: Association with Learning Patterns and Teacher Demographics

Autor/inn/en	Aldahdouh, Tahani Z.; Murtonen, Mari; Riekkinen, Jere; Vilppu, Henna; Nguyen, Trang; Nokelainen, Petri
Titel	University Teachers' Profiles Based on Digital Innovativeness and Instructional Adaptation to COVID-19: Association with Learning Patterns and Teacher Demographics
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.14473-14491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldahdouh, Tahani Z.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11748-y
Schlagwörter	Foreign Countries; College Faculty; Change Strategies; Instruction; Profiles; COVID-19; Pandemics; Computers; Instructional Innovation; Adjustment (to Environment); Teacher Background; Cognitive Style; Teacher Education; Work Experience; Educational Change; Electronic Learning; Distance Education; Intellectual Disciplines; Emergency Programs; School Closing; Finland + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lösungsstrategie; Teaching process; Unterrichtsprozess; Charakterisierung; Profilanalyse; Digitalrechner; Educational Innovation; Bildungsinnovation; Cognitive styles; Kognitiver Stil; Lehrerausbildung; Lehrerbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Geisteswissenschaften; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Finnland
Abstract	The purpose of this study was to understand the factors behind university teachers' ability to implement instructional changes during the COVID-19 pandemic. An online questionnaire comprised of open-ended and Likert-scale questions was administered to teachers at a Finnish university in April 2020. The sample consisted of 378 university teachers who were categorised into four groups based on their digital innovativeness and the extent to which they implemented changes to adapt their teaching practices to COVID-19 restrictions: Avoider Survival Adapters, Avoider Ambitious Adapters, Embracer Survival Adapters, and Embracer Ambitious Adapters. We examined the association between the teacher groups and their learning patterns and background characteristics. The findings showed that Embracer Ambitious Adapters have significantly more meaning-oriented and application-oriented learning patterns than Embracer Survival Adapters, though Avoider Survival Adapters have more problematic learning patterns. Furthermore, the results indicated that pedagogical training and having more teaching experience helped innovative teachers embrace more changes in their teaching practices during the COVID-19 pandemic. In terms of discipline, the results showed that teachers working in hard disciplines (e.g., physics) were more likely to belong to the Embracer Survival Adapters group, while teachers working in soft disciplines (e.g., history) were more likely to belong to the Embracer Ambitious Adapters group. Possible interpretations of these findings and perspectives for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01