Everybody Online: Instructors’ Self-Efficacy and Training Needs During the Transition to (A)synchronous Online Teaching

Abstract

Instructors worldwide are making the shift from offline to online teaching, especially due to the COVID-19 pandemic. However, making this transition in a short period of time is personally and professionally challenging and therefore customized support is needed. To date, little is known about the concerns and needs of instructors when switching efficiently and effectively from offline to online teaching. Therefore, the main aim of this cross-sectional study was to investigate online instructors' educational experiences during this shift and the support requirements needed. More particularly, this study investigates instructors' (a) demographics, (b) online teaching self-efficacy, (c) attitudes towards online teaching, and (d) training needs regarding online teaching. In total, 187 instructors with a wide range of functions completed a web-based questionnaire, partly based on the MNESEOT Instrument (Robinia & Anderson, 2010). The results show that the self-efficacy of instructors who mainly teach synchronously online was significantly higher than the teaching self-efficacy of their asynchronously online teaching colleagues. Furthermore, results revealed that instructors' online teaching experience was positively correlated with their online teaching self-efficacy and attitudes towards online teaching. Although the majority of instructors have only limited education experience in online teaching, many of them were very or somewhat satisfied with their online teaching practice and would definitely teach online again voluntarily or if needed. However, the findings also show that online instructors are concerned about the pedagogical, social, and technical role they have to take as an online instructor. Likewise, they want to receive more support and training on how to: (a) design instructional materials and a supportive online learning environment, (b) stimulate social interaction, and (c) deal with the technology in online learning environments and select the appropriate digital tools. The needs identified in this study are inspiring for future studies investigating how we can offer customized support for instructors who are making the shift from offline to (a)synchronous online teaching.