Transitioning to Emergency Online University Education: An Analysis of Key Factors

Autor/inn/en	Aranyi, Gabor; Tóth, Ágnes N.; Veisz, Helga
Titel	Transitioning to Emergency Online University Education: An Analysis of Key Factors
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.917-936 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Higher Education; College Students; Student Attitudes; Communication (Thought Transfer); Educational Technology; Foreign Countries; COVID-19; Pandemics; Access to Computers; Electronic Learning; Teacher Student Relationship; Hungary + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Unterrichtsmedien; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Ungarn
Abstract	Restrictions and lockdown measures implemented in response to the COVID-19 pandemic exerted unprecedented pressure on higher education institutions to switch to online-only teaching. This transition was characterised by swift implementation of policy, and the adoption of a wide range of information technologies at extraordinary speed and scale. Our aim was to explore which factors contributed to a successful switch and to what extent. We collected data from university students related to their experience with the deployment of emergency remote teaching. Using a framework of Person, Artefact, and Task factors as indicators, we conducted a hierarchical logistic regression analysis to predict problem-free transition to online-only university education. Transparency of tasks and difficulties with practicals emerged as the most important predictors, among factors related to IT equipment (availability, experience, and attitude), and teachers' availability to communicate with students. We present an impact-prevalence analysis of the predictors to provide guidance for managerial decision-making and prioritisation for future intervention and research. The findings are used to provide an evaluative reflection of the transition, and to promote improvement and planning. Knowledge generated within the pandemic context is especially valuable for future contingencies, such as natural emergencies and disasters, times of conflict, and other unforeseen events. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01