research-article

From face-to-face to online: : Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

Authors:

Tamar Shamir-Inbal,

Yoram Eshet-AlkalaiAuthors Info & Claims

Volume 201, Issue C

https://doi.org/10.1016/j.compedu.2023.104831

Published: 01 August 2023 Publication History

Abstract

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.

Highlights

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Mixed-method study of teachers' experiences in online distance teaching during Covid-19.

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Five categories describe main experiences: pedagogy, emotion, social, cognitive, support.

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Self-efficacy predicts teachers' positive and negative experiences in distance teaching.

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Attitudes towards technology predicts only positive experiences in distance teaching.

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Support, openness to change and individual differences did not predict experiences.

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Cited By

Xavier Hde Barros Sampaio SFalcão Sobral MCormican K(2024)From the table to the sofa: The remote work revolution in a context of crises and its consequences on work attitudes and behaviorsEducation and Information Technologies10.1007/s10639-024-12684-129:16(22085-22124)Online publication date: 1-Nov-2024
https://dl.acm.org/doi/10.1007/s10639-024-12684-1
Lai LShe LLi C(2024)Online teaching model in the context of blended learning environment: Experiential learning and TAMEducation and Information Technologies10.1007/s10639-024-12465-w29:13(17235-17259)Online publication date: 22-Feb-2024
https://dl.acm.org/doi/10.1007/s10639-024-12465-w

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cover image Computers & Education

Computers & Education Volume 201, Issue C

Aug 2023

201 pages

ISSN:0360-1315

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Elsevier Ltd.

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Elsevier Science Ltd.

United Kingdom

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Published: 01 August 2023

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Cited By

Xavier Hde Barros Sampaio SFalcão Sobral MCormican K(2024)From the table to the sofa: The remote work revolution in a context of crises and its consequences on work attitudes and behaviorsEducation and Information Technologies10.1007/s10639-024-12684-129:16(22085-22124)Online publication date: 1-Nov-2024
https://dl.acm.org/doi/10.1007/s10639-024-12684-1
Lai LShe LLi C(2024)Online teaching model in the context of blended learning environment: Experiential learning and TAMEducation and Information Technologies10.1007/s10639-024-12465-w29:13(17235-17259)Online publication date: 22-Feb-2024
https://dl.acm.org/doi/10.1007/s10639-024-12465-w

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