• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    The Impact of the COVID-19 Emergency Transition to Online Instruction on Faculty Self-Efficacy for Online Teaching

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    Edgell_temple_0225E_14954.pdf
    Size:
    1.004Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2022
    Author
    Edgell, Lauren cc
    Advisor
    DuCette, Joseph P.
    Committee member
    Stull, Judith C., 1944-
    Bailey, Lori M.
    Boyer, Jean A.
    Department
    Educational Leadership
    Subject
    Higher education
    Educational leadership
    Educational technology
    COVID-19
    Faculty development
    Online instruction
    Online teaching
    Online teaching self-efficacy
    Teacher self-efficacy
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/8002
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/7974
    Abstract
    The purpose of this study was to examine the effect of the emergency transition to online instruction due to COVID-19 on faculty self-efficacy for online teaching. A survey was constructed by adapting items from multiple previously vetted instruments into a retrospective pre-test/post-test design. Data were collected in January 2022 from 83 faculty at a private, STEM-focused university in Pennsylvania. On average, respondents increased their online teaching load by approximately 25% as a result of the emergency transition due to COVID-19, after which they showed a statistically significant increase in online teaching self-efficacy with a very large effect size. Dispersion was lower in the post-COVID time period. Also, the more change to their typical course delivery mode a faculty experienced, the greater the increase in their online teaching self-efficacy. These findings suggest that the universal experience of the emergency transition to online instruction due to COVID-19 may have had an equalizing effect on online teaching self-efficacy. Age and scores on measures of teaching self-efficacy not specific to online instruction had statistically significant relationships with online teaching self-efficacy in separate pre- and post-COVID regression models; however, a Chow Test indicated that there was no statistically significant difference between the two equations with all parameters taken together. Administrators should consider diversifying the modalities in which faculty teach to provide ongoing exposure to online teaching, which will support faculty online teaching self-efficacy and, thus, help prepare universities for any future unexpected transition to online instruction.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES

      DuCette, Joseph P.; Stahler, Gerald; Fullard, William; Schifter, Catherine; Connell, James (Temple University. Libraries, 2009)
      Many studies have investigated web-based learning in higher education and the effects it has on academic performance including self-regulation (Janicki & Liegle, 2001; MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001; McKeachie, 1999). While many theoretical and operational definitions exist on self-regulation, researchers agree that it includes metacognitive, motivational, and behavioral factors of one's learning process (Zimmerman, 1990). Metacognitive self-regulation refers to an individual who "plans, sets goals, organizes, self-monitors, and self-evaluates at various points during the process of acquisition" (Zimmerman, 1990, pp. 4-5). While some studies have examined the relationship between academic self-regulation and web-based learning in higher education, researchers believe that the relationship requires further investigation (e.g., Hodges, 2005; Whipp & Chiarelli, 2004). One element of the relationship that Hodges identifies as requiring further study is guided self-regulation for students in web-based courses. He states that "research indicates that building self-regulatory scaffolding into web-based course or simply providing instruction on self-regulation can be effective components of a course" (p. 381). Given Hodges' emphasis on self-regulatory guidance, also supported by Pintrich (1999) and Ley and Young (2001), the author believes that well-written instructional course objectives can provide students in web-based courses with self-regulatory guidance. To date, online searches with several key terms related to syllabus(or syllab*), instructional objectives, and self-regulation in any medium (e.g., face-to-face or online course) using PsycARTICLES, PsychINFO, ERIC, and Google Scholar have not yielded any relevant results. While no studies seem to exist in this area, McKeachie (1999) and Ford (2002) discuss the elements of a good syllabus (e.g., course goals) related to the positive effects on academic performance, which include clear instructional objectives. Therefore, the purpose of this study is to examine the relationship between instructional objectives as it affects academic self-regulation and academic performance among undergraduate students enrolled in a web-based class and a non-web-based class.
    • Thumbnail

      FACTORS INFLUENCING CONSUMERS' TRUST PERCEPTIONS OF ONLINE PRODUCT REVIEWS: A STUDY OF THE TOURISM AND HOSPITALITY ONLINE PRODUCT REVIEW SYSTEMS

      Hu, Clark; Roehl, Wesley S.; Mandviwalla, Munir; Connolly, Daniel J. (Temple University. Libraries, 2008)
      Online word-of-mouth (WOM) platforms have been referred to by various terms such as online communities, feedback systems, peer reputation systems, or consumer generated media. Such systems provide a global platform for customers to share their experiences, and also rate service providers. WOM systems are burgeoning on the Internet for products such as music and books (Amazon.com), news (Slashdot.org), consumer electronics (shopping.com), tourism and travel (Tripadvisor.com; Hotels.com), and many other products and services. As with the traditional WOM, numerous studies have shown that these systems have a significant impact on customer decision making process, their satisfaction with goods and services, and the overall value of online economic transactions. In this study, the primary focus were the product review systems (PRS). These review systems are less personal but more ubiquitous platforms for online WOM wherein consumers post reviews about the products/services they have consumed. These reviews are widely accessible to other consumers but are disseminated only when other consumer consult these reviews during the purchasing process. However, there are still numerous problems associated with these systems. Recent studies have shown that there are numerous instances of deceptive information provided by service providers themselves or customers who have been paid by commercial parties. Added to this is the problem of anonymity in a computer mediated environment that adds to the already existing uncertainty for the consumer. Further, each review system consists of hundreds of consumer reviews associated with any given product or service. Given that consumers face these numerous problems, research is yet to examine the factors that drive the consumers develop trust in these reviews, and base their purchasing decisions on the information gleaned from the review systems. The main objective of this study was to explore this interesting phenomenon. To this end, this study applied uncertainty reduction theory and Social identity theory to delineate certain aspects of the online reviews that might have an impact on the consumer's assessment of online product reviews. Based on these theories, it was hypothesized that the informational content of the review and social component of the review (individuals' identity information disclosure and the consumers' perceived similarity with this information) have a significant effect on the consumers' trust in a review and subsequently the purchase intention. Further, based on the elaboration likelihood model, it was also posited that consumers' use of these heuristics is more salient while evaluating high involvement products than low involvement products. To test the hypotheses, the study adopted a quasi-experimental design with 2x2 (2 levels each for information content and social component within-subjects) x 2 (2 involvement modes between-subjects) full factorial design. Based on two levels for each of these factors, four reviews similar to those found in sites such as tripadvisor.com were created. A total of 283 students (153 in high involvement mode and 130 in low involvement mode) evaluated these reviews and assigned trust scores as well purchase intention scores to each review. The data was analyzed using linear mixed models and structural equation modeling. The results showed that both the main effects, information content of the review, and the consumers' perceived social identity with the reviewer contribute to an increased trust in the reviews. The study data did not support the hypothesis that involvement of the activity moderates the above mentioned relationships. Within this, information content was found to be playing an important role in both the involvement modes whereas the social component explained more variance in the trust in the high involvement mode than low involvement mode. Some of the results concur with previous research in both traditional and online WOM. The significance of these results in the extant literature as well their implications for both product review system providers as well tourism and hospitality service providers are discussed in detail.
    • Thumbnail

      Social Capital in a Hybrid Online and Offline Social Networking Community

      Fernback, Jan, 1964-; Mendelson, Andrew L. (Andrew Lawrence), 1967-; Lombard, Matthew (Temple University. Libraries, 2012)
      Contemporary social networking sites (SNSs) are becoming common places where individuals and their respective networks congregate to exchange information. These places online are often thought as community and as Chua, Madej,and Wellman (2011) suggest "communities can consist of a person's network of relationships, wherever such communities are located" (p. 101). However, traditional social networking sites like Facebook and MySpace typically comprise networks that users are already familiar with, often brought into online spaces from their offline worlds (Baym, 2011). In order to gain social capital, an important element toward civic participation, users must engage in actions of exchanges with members of their network (Bourdieu, 1986). Different types of social capital afford different types of support, yet traditional social networks typically only afford bridging capital, a social tie that is most commonly found to only provide new information rather than trust and emotional support. Due to the fragmented nature of our contemporary media landscape, as outlined through networked individualism (Wellman, 1998), individuals navigate multiple networks instead of remaining in one locale. This study seeks to analyze these types of networks found within a hybrid online and offline community, Fark.com, in order to understand how media multiplexity (Haythorthwaithe, 2005) allows for different forms of social capital to accrue.
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.