The Impact of the COVID-19 Emergency Transition to Online Instruction on Faculty Self-Efficacy for Online Teaching
AdvisorDuCette, Joseph P.
Committee memberStull, Judith C., 1944-
Bailey, Lori M.
Boyer, Jean A.
Online teaching self-efficacy
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/8002
MetadataShow full item record
AbstractThe 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 complianceFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact firstname.lastname@example.org
Showing items related by title, author, creator and subject.
EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSESDuCette, 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.
FACTORS INFLUENCING CONSUMERS' TRUST PERCEPTIONS OF ONLINE PRODUCT REVIEWS: A STUDY OF THE TOURISM AND HOSPITALITY ONLINE PRODUCT REVIEW SYSTEMSHu, 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.
STUDENT ENGAGEMENT IN AN ONLINE GRADUATE BUSINESS PROGRAM AND ACADEMIC ACHIEVEMENTDuCette, Joseph P.; Davis, James Earl, 1960-; McClendon, John A.; Stull, Judith C., 1944- (Temple University. Libraries, 2020)This study reports on the Community of Inquiry (CoI) studend engagement model concerning online courses and programs. The model seeks to have teaching, social and cognitive presences interact with each other thus creating an educational experience for online learners. The research is guided by the following research questions: (1) Does student engagement associate academic achievement as defined by cumulative grade point average in the Online MBA program? (2) Do student demographics correlate to academic achievement in an online graduate business program? Data consists of rankings from the CoI 36-item engagement survey on a five point scale of strongly agree to strongly disagree regarding students’ view of their engagement level in the OMBA program as a whole. The findings of this study indicate that there is not a significant correlation between level of student engagement in the OMBA program and academic achievement. Predictor variables such as age years of professional work experience correlated to a lower GPA while gender and previously attaining a post-bachelor’s degree was not a factor for GPA. The results of this research do indicate that design and organization of a course and content is the most important aspect of engaging an online learner.