Abstract
Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.
Highlights
Due to the COVID-19 pandemic, universities have been facing challenges in creating learning experiences for students using online academic training programs
To analyze professors’ expectations about online education and relate them to students’ academic performance during the COVID-19 pandemic, considering the socio-demographic factors, university entrance, and previous student performance, the results were organized in two sections
The professors’ expectations for online education in the COVID-19 pandemic and student performance are discussed in relation to their previous experiences with virtual education
Summary
Due to the COVID-19 pandemic, universities have been facing challenges in creating learning experiences for students using online academic training programs. This new training scenario has tested the adaptability, willingness, and flexibility of faculty members around the world (Quezada et al, 2020). Theory on the expectations of professors, known as the Pygmalion effect was presented by Rosenthal and Jacobson (1968), these authors demonstrated that student performance was influenced by teacher expectations. Professor’s expectations are explained from a sequence of events such as the existence of stimuli that trigger the teacher’s expectations These expectations are communicated to students and they change, which allows for the generation of behaviors that allow the student to adjust to these expectations impacting student outcomes (Rosenthal, 1994). These beliefs arise from the assessments that professors make based on the characteristics of the subject they teach, about each student, a particular group, or for the course in general (Barriga et al, 2019)
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