Global and Lokal Distance Education - GLOKALde October 2020, ISSN 2148-7278
Volume: 6 Number: 2, Article 4
RAPID COURSE MIGRATION: COMPARING THE CHANGES OF INSTRUCTOR SELF-EFFICACY
Three weeks before the spring semester began, faculty in our university were asked to migrate their teaching online. This research focuses on how their perceptions of online teaching changed after eight weeks’ teaching compared to initial perceptions. A modified Generalized Self-Efficacy Scale was used to create two surveys and collect data from 73 and 77 faculty, respectfully resulting in 52 faculty completing both surveys. A repeated measures t-test was used to detect statistically significant changes in self efficacy between the first and second survey. Results found that faculty reported greater confidence that they believe can create and deliver quality online teaching (p=0.004); and they can adjust teaching efficiently with unexpected events. (p=0.018). Although not statistically significant, qualitative data supports that many faculty did believe they were able to offer the same type of active learning and engagement while online (p=0.102). Faculty who used more synchronous teaching reported a greater confidence in active learning and engagement while online (p=0.058). More than 70 percent of the respondents adopted shared lecture notes, real-time discussion and virtual office hours. Prior to the term, faculty planned to offer less asynchronous (18%); a bit more synchronous (27%) and many a half and half mode (46%) [9% did not respond]. By midterm, this approach shifted to a more even distribution of synchronous (33%); asynchronous (36%); and a half and half approach (31%). An ANOVA was used to discover that respondents who use more synchronous teaching reported greater confidence in developing a rapport with their students (p=0.021) and in resolving challenges with the help from resource networks (p=0.018). A difference between academic areas was observed with statistical significance for confidence they can create and deliver quality online teaching (p=0.07); having to modify assessment strategies (p=0.019); and building a network of resources to help resolve challenges (p=0.013).