Navigating self-regulated online teaching: Educators’ response to the COVID-19 pandemic

Abstract

Amidst the unprecedented challenges brought on by the COVID-19 pandemic, the landscape of education has undergone profound transformations. One of the most notable shifts has been the rapid transition to online teaching methodologies. This transition has highlighted the critical role of teachers in self-regulating their instructional approaches while actively engaging in the realm of online learning. In this study, we delve into this dynamic environment, closely examining the practices of different age groups of educators: 177 teachers aged 20-30, 217 teachers aged 31-40, 68 teachers aged 41-50, and 15 teachers aged 51 and above. Our research takes a comprehensive approach, organizing the investigation into three distinct phases, each comprising six essential elements. Through this structured analysis, intriguing patterns emerge, particularly within the Performance and Appraisal Phase, where notable disparities among age groups within the Self-regulated Teaching Model become evident. In response to the multifaceted challenges posed by online teaching, our study proposes a compelling solution. We advocate for a strategic alignment of instructors from diverse age groups to collaboratively guide online courses. By harnessing the collective strengths and perspectives of educators across generations, this collaborative pedagogical approach has the potential to significantly enhance the efficacy of online teaching endeavors.