Profiles of Instructor Responses to Emergency Distance Learning
Profiles of Instructor Responses to Emergency Distance Learning
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DOI：
10.24059/olj.v25i1.2472
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发表时间：
2021-03-01
期刊：
影响因子：
4
通讯作者：
Warschauer, Mark
中科院分区：
文献类型：
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作者：
Rutherford, Teomara;Karamarkovich, Sarah M.;Warschauer, Mark
为了了解 2020 年春季向紧急远程学习 (EDL) 过渡期间的教学情况，我们对西南地区一所大型大学教授本科 EDL 课程的教师进行了抽样调查。我们询问他们在 2020 年春季 EDL 课程以及之前面对面 (F2F) 教授同一课程时使用九种有希望的实践的频率以及他们对实施每一种实践的信心有多大。使用潜在班级分析，我们研究了行为频率和信心如何聚集以形成有意义的教师群体，这些群体在 F2F 和 EDL 环境中有何不同，以及预测 EDL 分组中的成员资格的因素。结果表明，在 EDL 背景下，教师根据使用有希望的实践的频率分为三种类型之一：高度支持、以教师为中心和更加超然。当从 F2F 环境转向 EDL 环境时，讲师倾向于“向下”转变其个人资料 - 例如，在 F2F 高度支持的讲师中，34% 的人转向以 EDL 讲师为中心的个人资料，30% 的人转向 EDL 更独立的个人资料。报告 EDL 实践自我效能较低的讲师也更有可能最终进入 EDL 更独立的档案。这些结果可以帮助大学了解教师在 EDL 方面的需求，以及哪些资源、专业发展和机构实践可以最好地支持教师和学生的体验。
To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at a large university in the southwest. We asked them how frequently they used and how confident they were in their ability to implement each of nine promising practices, both for their spring 2020 EDL course and a time when they previously taught the same course face-to-face (F2F). Using latent class analysis, we examined how behavioral frequencies and confidence clustered to form meaningful groups of instructors, how these groups differed across F2F and EDL contexts, and what predicted membership in EDL groupings. Results suggest that in the EDL context, instructors fell into one of three profiles in terms of how often they used promising practices: Highly Supportive, Instructor Centered, and More Detached. When moving from the F2F to EDL context, instructors tended to shift "down" in terms of their profile-for example, among F2F Highly Supportive instructors, 34% shifted to the EDL Instructor Centered profile and 30% shifted to the EDL More Detached Profile. Instructors who reported lower self-efficacy for EDL practices were also more likely to end up in the EDL More Detached profile. These results can assist universities in understanding instructors' needs in EDL, and what resources, professional development, and institutional practices may best support instructor and student experiences.