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¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A 2-step cluster analysis of 120 faculty at Snapshot 1 identified four response patterns across Enthusiasm, Resolutions and Support. → Trevisan 2023 q2 i2 Attendance at recent training and previous OT experience differed significantly among the S1 clusters, with very large effect sizes (η² = .16). → Trevisan 2023

Evidence¶

Trevisan 2023¶

Trevisan, O., De Rossi, M., Christensen, R., Knezek, G., & Smits, A. (2023). Factors shaping faculty online teaching competencies during the Covid-19 pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10197-1

q2 · i? · associational · r1

Snapshot survey of 120 higher education faculty in early 2020, analyzed with two-step cluster analysis. The four profiles were Cautious (22%), Open (23%), Optimistic (35%) and Enthusiastic (21%); the article reports "keeping up with technologies (η2 = .07, medium effect size), attending recent training (η2 = .16, very large effect size)" as differing among clusters.

"A 2-step cluster analysis of the respondents for S1 (N = 120) revealed four response patterns across the three main factors of the questionnaire, i.e., Enthusiasm, Resolutions and Support."

Discussion¶

Related Claims¶

• Faculty enthusiasm for online teaching declined from the acceleration phase to the stasis phase across all profiles — related
• 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 — related
• One year into the pandemic, faculty clustered into four new profiles (Struggling, Self-reliant, Complying, Thriving) that differed in technology-engagement practices measured with the ICAP scale — related
• Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic — a broader claim this one bears on