Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Patterns of faculty dispositions and uses of technological affordances for online learning differed across two survey time periods during COVID-19, suggesting conditions that enable or hinder competency development. → Sarah K. Howard 2023
Evidence¶
Sarah K. Howard 2023¶
Sarah K. Howard, Jo Tondeur. (2023). Higher education teachers' digital competencies for a blended future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10211-6
q2 · i? · review · r2
The preface summarizes two worldwide surveys of higher education faculty administered at two time periods during the pandemic, reporting that "These patterns were also found to change over time" regarding dispositions and affordance use. No effect sizes are printed.
"The findings reveal different patterns of dispositions and different uses of technological affordances to foster online learning. These patterns were also found to change over time, highlighting different conditions possibly enabling or hindering the development of competencies for online teaching and learning."
Discussion¶
Related Claims¶
- Chilean teachers teaching online during COVID-19 deepened course design understanding and developed empathetic dispositions toward students — a narrower finding that bears on this claim
- COVID-19 accelerated professional knowledge exchange (CK and PCK) in the L-PLC WhatsApp discourse, with tags significantly higher in pandemic cohorts — related
- Teachers of lower-SES students were less likely to have previous online teaching experience and reported the transition to remote instruction as more challenging — related
- The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online — related
- Faculty enthusiasm for online teaching declined from the acceleration phase to the stasis phase across all profiles — a narrower finding that bears on this claim
- During the pandemic acceleration phase, higher education faculty fell into four distinct online-teaching profiles (Cautious, Open, Optimistic, Enthusiastic) differing in enthusiasm, resolutions, and perceived support — a narrower finding that bears on this claim
- The factors underpinning faculty online-teaching profiles shifted over the pandemic: internal dispositions dominated at Snapshot 1, while perceived institutional support and enthusiasm dominated at Snapshot 2 — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
faculty-dispositions-change-over-time-pandemic |
title |
Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic |
description |
Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sarah-k-howard-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.