Higher education teachers entered the pandemic with heterogeneous self-perceived digital pedagogical skills, which shaped their ability to respond to the disruption¶
Claim · All claims
Evidence · 1 study · qualitativer3·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? Teachers with good self-perceived digital skills were well positioned to respond to the pandemic, while teachers with self-perceived poor skills struggled, particularly at the beginning of the sanitary crisis. → Carlos González 2023
Evidence¶
Carlos González 2023¶
Carlos González, Daniel Ponce, Violeta Fernández. (2023). Teachers' experiences of teaching online during COVID-19: implications for postpandemic professional development. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10200-9
q2 · i? · qualitative · r3
Interview-based qualitative study of 151 Chilean higher education teachers analyzed with hybrid thematic analysis; the results section reports that teachers had different self-perceptions of their digital pedagogical skills and that those "well positioned to respond to the pandemic" had prior LMS and multimedia skills, while others struggled.
"At the beginning of the COVID-19 pandemic, teachers had different self-perceptions of their digital pedagogical skills. Teachers with good self-perceived skills, e.g., teachers who were advanced in the use of the institutional learning management systems and/or had the ability to create multimedia content before the disruption, were well positioned to respond to the pandemic."
Discussion¶
Learner Variables¶
- Digital Literacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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
- Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
heterogeneous-teacher-digital-skills-at-got-onset |
title |
Higher education teachers entered the pandemic with heterogeneous self-perceived digital pedagogical skills, which shaped their ability to respond to the disruption |
description |
Higher education teachers entered the pandemic with heterogeneous self-perceived digital pedagogical skills, which shaped their ability to respond to the disruption |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carlos-gonzález-2023 |
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