Examining faculty's online teaching competence during crisis: one semester on

Abstract

PurposeThis study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE).Design/methodology/approachA validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses.FindingsThe highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables.Research limitations/implicationsThe results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours.Practical implicationsThis current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training.Originality/valuePerceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE.

Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education

“…Badiozaman et al ( 2021 ) validated the instrument of Martin et al ( 2019 ) for teachers’ online teaching competence during the pandemic. Their research was conducted on 174 higher education teachers in Malaysia.…”

“…The teachers’ perceived digital competencies and online readiness are proved to be influenced by personal and contextual factors (Almerich et al, 2016 ; Lucas et al, 2021 ). Research findings though show inconsistencies, for instance about the role of gender and age (e.g., Badiozaman et al, 2021 ; Lucas et al, 2021 ; Pérez-Calderón et al, 2021 ; Tondeur et al, 2021 ; Yoon, 2022 ). For instance, while women and older in age groups of teachers tend to report lower levels of perceived DC, there are several studies showing no significant differences between gender and age groups.…”

A gameful blended-learning experience in nursing: A qualitative focus group study

“…Although online teaching is not a new delivery method in higher education, the rapid shift to digital learning has had a visible impact on professional responsibilities, with physical and logistical implications for both educators and students (Ferdig et al, 2020). Some authors speculate that lecturers are in an unprecedented situation in which they have no choice but to change their teaching strategies (Adi-Badiozaman et al, 2021;Cutri et al, 2020). This sudden pivot to online teaching urged universities to quickly design and develop supportive training programmes for in-service lecturers to use online learning platforms, which may have overlooked those who are not tech-savvy or have no previous experience in these contexts (Sahu, 2020).…”

“I needed to learn this in my first year as a faculty member”

“…Researchers (e.g., Badiozaman et al, 2022;Brent et al, 2001;Conway & Burton, 2011;Culpepper et al, 2020;Hansen, C. K., 2011;Houston et al, 2004;Varkey et al, 2009) discuss the importance of time management in work life including for faculty members in a variety of contexts. In a study conducted with faculty physicians, administrative leaders, and student leaders, Varkey et al (2009) identify time management as one of "four groups of essential skill sets" (p. 246).…”

“…The participants in this study reflected on the overall importance of communication and conversation in context of their academic work. Similarly, Badiozaman et al (2022) report that the life of a faculty member is full of work that requires "communication competence… including designing learning activities, sending emails, and reminders, and responding to student questions promptly" (p. 550). Farmer et al (1998) highlight the importance of communication in the context of change management.…”