Teachers' Engagement in and Coping with Emergency Remote Instruction during COVID-19-Induced School Closures: A Multinational Contextual Perspective

Autor/inn/en	Jelinska, Magdalena; Paradowski, Michal B.
Titel	Teachers' Engagement in and Coping with Emergency Remote Instruction during COVID-19-Induced School Closures: A Multinational Contextual Perspective
Quelle	In: Online Learning, 25 (2021) 1, S.303-328 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jelinska, Magdalena) ORCID (Paradowski, Michal B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Teacher Participation; Teacher Attitudes; Teacher Characteristics; Coping; Emergency Programs; Distance Education; Electronic Learning; School Closing; Pandemics; COVID-19; Context Effect; Correlation; Elementary Secondary Education; Higher Education; Synchronous Communication; Asynchronous Communication; Gender Differences; Developing Nations; Developed Nations; Foreign Countries; Teaching Experience + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bewältigung; Hilfsprogramm; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Ausland
Abstract	The COVID-19 pandemic required educators and learners to shift to emergency remote instruction, often with little prior notice. To understand how teachers managed the transition, from April to September 2020 we surveyed nearly 1,500 instructors from 118 countries. Using cluster analysis, we have detected two readily distinguishable groups of instructors: a group who were more "engaged" in remote instruction and "coping" with the challenges of online teaching more successfully, and another group who scored lower on both of these fronts. We compare the two groups in terms of their sociodemographic characteristics, and assess the relationship between each sociodemographic marker and teachers' engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, worked in the higher education sector, and used real-time synchronous modalities. We also find non-trivial results regarding teachers' gender, years of teaching experience, and their country's level of economic development, while observing no relationship between teachers' age and their levels of engagement or coping. The detection of the contextual effects underscores the importance of large multisite research. (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