The Switch to Online Teaching the Switch to Online Teaching during the First COVID-19 Lockdown: A during the First COVID-19 Lockdown: A Comparative Study at Four European Universities

Autor/inn/en	Kaqinari, Tomas; Makarova, Elena; Audran, Jacques; Döring, Anna K.; Göbel, Kerstin; Kern, Dominique
Titel	The Switch to Online Teaching the Switch to Online Teaching during the First COVID-19 Lockdown: A during the First COVID-19 Lockdown: A Comparative Study at Four European Universities
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 5, Artikel 10 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Self Efficacy; Teacher Attitudes; College Faculty; Experience; Foreign Countries; Technological Literacy; Educational Research; Technology Uses in Education; Intention; Intellectual Disciplines; United Kingdom; Germany; France; Switzerland + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Fakultät; Erfahrung; Ausland; Technisches Wissen; Bildungsforschung; Pädagogische Forschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geisteswissenschaften; Großbritannien; Deutschland; Frankreich; Schweiz
Abstract	In 2020, for the first time in history, COVID-19 measures necessitated emergency online teaching to ensure continuity of education. Although institutional support was offered to lecturers, the situation posed an extraordinary challenge for university teaching. Using a comparative approach, this study surveys lecturers from different countries and their use of educational technology for emergency online teaching. Its focus lies on the relationships between use of educational technology, online teaching self-efficacy and attitudes towards educational technology. Overall and according to reports, the use of educational technology increased significantly compared to pre-pandemic conditions. The universities studied had different levels of digitalization, which influenced lecturers' use of educational technology. Furthermore, lecturers differed in terms of self-efficacy, attitude, and perception. Regarding factors affecting educational technology use, results showed that especially pre-pandemic experiences with educational technology, as well as self-efficacy and perceptual variables influenced the use of educational technology during the pandemic. Based on these results, it is advisable for universities to embrace this ad hoc switch to online teaching as an opportunity for purposeful digitalization of university teaching. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01