Examining Faculty's Online Teaching Competence during Crisis: One Semester On

Autor/inn/en	Adi Badiozaman, Ida Fatimawati; Segar, Augustus Raymond; Iah, Dorene
Titel	Examining Faculty's Online Teaching Competence during Crisis: One Semester On
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 2, S.541-555 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adi Badiozaman, Ida Fatimawati) ORCID (Segar, Augustus Raymond)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-11-2020-0381
Schlagwörter	College Faculty; Web Based Instruction; Teacher Competencies; COVID-19; Pandemics; Foreign Countries; Teacher Attitudes; Career Readiness; Distance Education; Instructional Design; Classroom Communication; Time Management; Technological Literacy; Malaysia + Suchen Sie Ihr Suchwort? Fakultät; Web Based Training; Lehrkunst; Ausland; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassengespräch; Zeitmanagement; Technisches Wissen
Abstract	Purpose: This study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE). Design/methodology/approach: A validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses. Findings: The highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables. Research limitations/implications: The results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours. Practical implications: This current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training. Originality/value: Perceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01