Abstract
This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.
Highlights
Published: 28 May 2021The origin story of the outbreak of COVID-19 is well-known worldwide, but to date, there has been no clear evidence that reveals the reasons for it [1]
The study has been conducted on three levels: (i) an overall analysis including all of the participants, (ii) a study in which the participants have been divided according to their gender, and (iii) a study segregated by type of discipline (STEM and Sciences and Humanities (SSH))
This paper has evaluated the variables these instructors had to deal with to carry out online teaching during coronavirus lockdowns
Summary
Published: 28 May 2021The origin story of the outbreak of COVID-19 is well-known worldwide, but to date, there has been no clear evidence that reveals the reasons for it [1]. While some countries are better prepared to deal with the pandemic and its impacts, others are still struggling. The world has been hard-hit by COVID-19, and the side effects of the pandemic have greatly affected society [6,7]. The pandemic has had enormous global effects that have left no individual, institution or economy untouched. This unexpected circumstance has changed our lives in many ways, including the way we work. It is worth noting that this sudden shift comes with the risk of a new kind of burnout. In this direction, there are already some
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