Exploring online teaching competence in the context of the COVID 19 pandemic: insights from Sarawak, Malaysia

Badiozaman, Ida Fatimawati Adi; Segar, Augustus Raymond

doi:10.1080/0309877x.2021.2002284

Cited by 3 publications

(11 citation statements)

References 40 publications

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“…This means that digital course communication competence is related to teachers' efficacy in online classes. In their study, Badiozaman and Segar (2022) found that course communication competence was related to online teaching ability. Relatedly, Martin et al (2019) revealed that teachers' digital course communication led to their online teaching readiness.…”

Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 98%

“…Teachers' digital competence refers to a set of operational, informational and essential skills necessary for online teaching (Blayone et al, 2018). Badiozaman and Segar (2022) indicate that the digital teaching competences needed by teachers include course design, technical, course communication, and time management. Course design competence refers to the ability to select content, choose the best methods for instruction, collaborate to improve the course, and carry out collective changes for improving teaching and learning (Smith et al, 2019).…”

Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 99%

“…However, Baroudi and Shaya (2022) found that teachers' instruction design competence significantly predicted participants' sense of self-efficacy. Relatedly, Badiozaman and Segar (2022) established that course design was the most important online teaching competence related to online teaching ability. Also, Martin et al (2019) indicated that teachers' course design competence led to their online teaching readiness.…”

Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 99%

“…This means that teachers need to be able to identify the tools they need to accomplish their tasks and have the ability to use them relevantly in their personal settings. Therefore, digital teaching demands different methodologies and a unique set of abilities compared to traditional classroom settings in designing/ planning teaching, instructional delivery and classroom management (Badiozaman & Segar, 2022). Digital competence encompasses a wide range of complex skills in terms of mental, operative, sociological and emotional abilities that users need to have in order to use digital environments effectively.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers' digital competence is highly imperative for the integration of digital technologies into the education process (Amhag et al, 2019). In their measurement scale, Badiozaman and Segar (2022) indicate that teachers' digital competence has four dimensions, and these are course design, technical, course communication, and time management. Therefore, this study tested the following hypotheses with respect to digital teaching competence and lecturers' self-efficacy in online classes:…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

KASULE¹,

MUGIZI²,

RWOTHUMIO³

2023

UHERJ

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The COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.

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Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 98%

Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 99%

Section: Digital Teaching Competence and Lecturers Self-efficacy In O...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

KASULE¹,

MUGIZI²,

RWOTHUMIO³

2023

UHERJ

View full text Add to dashboard Cite

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Transitioning from online teaching to blended teaching in the post-pandemic era: What has COVID-19 taught us?

Sia,

Chin,

Voon

et al. 2023

Cogent Education

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Validation of the Faculty Readiness to Teaching Online (FRTO) scale

Kim,

Martin

2023

JARHE

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PurposeThe current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.Design/methodology/approachData were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.FindingsThe findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.Originality/valueThe findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.

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Exploring online teaching competence in the context of the COVID 19 pandemic: insights from Sarawak, Malaysia

Cited by 3 publications

References 40 publications

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

Transitioning from online teaching to blended teaching in the post-pandemic era: What has COVID-19 taught us?

Validation of the Faculty Readiness to Teaching Online (FRTO) scale

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