Perceived Barriers for Distance Teaching in Higher Education during the COVID-19 Crisis: "I Never Did a Video Before"

Autor/in	Boté-Vericad, Juan-José
Titel	Perceived Barriers for Distance Teaching in Higher Education during the COVID-19 Crisis: "I Never Did a Video Before"
Quelle	In: Education for Information, 37 (2021) 3, S.377-397 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
Schlagwörter	Distance Education; Barriers; College Faculty; Teacher Attitudes; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; School Closing; Video Technology; Technological Literacy; Knowledge Level; Teacher Competencies; Teaching Methods; Foreign Countries; Online Courses; Telecommunications; Handheld Devices; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Fakultät; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Wissensbasis; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Online course; Online-Kurs; Telekommunikationstechnik
Abstract	The purpose of this paper is to analyse barriers that a selected group of professors at the University of Barcelona faced due to the COVID-19 restrictions, their perceptions of the current situation, and the potential for long-term adoption of new teaching methods that emerged from this situation. It remains unclear whether these professors will return to traditional teaching methods as soon as COVID-19 restrictions are lifted, or whether they will adopt digital teaching elements in the future. The group of professors sought technical help during the first weeks of online teaching. This research uses a qualitative approach through a self-administered qualitative survey. We analyse data using open-ended questions about barriers they faced in creating educational content via video. Answers were coded and analysed using thematic analysis with an inductive approach. We identified two overarching themes: "educational material delivery" and "professors and distance teaching". Findings indicate that professors lacked digital skills as well as a lack of knowledge of emergency remote teaching. There were differences in their perceptions of teaching methodologies. The results are discussed in relation to research from other countries about the use of videos for teaching before and during the COVID-19 crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01