Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

Daumiller, Martin; Rinas, Raven; Hein, Julia; Janke, Stefan; Dickhäuser, Oliver; Dresel, Markus

doi:10.1016/j.chb.2020.106677

Cited by 201 publications

(189 citation statements)

References 55 publications

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“…Our data strongly reflect an unprecedented situation shaping a special learning environment that challenged instructors (Daumiller et al, 2020) and students (Hamdan et al, 2021;Lestari et al, 2020) alike. This is both a strength and a limitation of our observations and findings.…”

Section: Limitations and Suggestions For Future Studiessupporting

confidence: 64%

“…University instructors had to find swift responses and often shifted from in-person to online teaching in a matter of days (Crawford et al, 2020). This meant that higher education practitioners were fully occupied by COVID-19 AS A THREAT TO ACADEMIC INTEGRITY 6 setting up virtual learning environments, exploring tools they had never used before and searching for ways to engage with their students, which was often perceived as a straining experience (Daumiller et al, 2020). Regarding testing, instructors had to rely on a wide range of local ad-hoc solutions often bound to official guidelines that higher education institutions and government agencies had developed under strong time pressure.…”

Section: Covid-19 and Online Exams: Ad-hoc Solutions As A Response To Rapid Changesmentioning

confidence: 99%

“…However, even institutions or instructors that had already used online exams in the past were likely unprepared for the challenges evolving in the wake of a global pandemic. The simultaneously emerging needs to adapt teaching, communication, and examination were a strong challenge for instructors and administration alike that was often experienced as straining and distressing (Daumiller et al, 2020). In such a climate, maintaining academic integrity likely often became a secondary priority compared to maintaining some sort of instruction and managing limited resources.…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

“…Higher education practitioners often had little time to prepare the transition (Daumiller et al, 2020). As a result, educators relied on a range of ad-hoc solutions to testing, many of which were characterized by low accountability and less than optimal procedures to monitor students' behavior during the assessment situation (Clark et al, 2020).…”

mentioning

confidence: 99%

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Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Janke¹,

Rudert²,

Petersen³

et al. 2021

Preprint

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Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This development sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students indeed cheated more often in online than in on-site exams and whether the use of online exams was also associated with higher rates of other behaviors deemed as academic dishonesty. To answer our research questions, we questioned 1,608 German students from a wide variety of higher education institutions about their behavior during the summer semester of 2020. The participating students reported that they cheated more frequently in online than in on-site exams. Effects on other measures of academic dishonesty were more negligible. These results speak for the notion that the swift application of ad-hoc online testing during 2020 has led to negative consequences for academic integrity.

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Section: Limitations and Suggestions For Future Studiessupporting

confidence: 64%

Section: Covid-19 and Online Exams: Ad-hoc Solutions As A Response To Rapid Changesmentioning

confidence: 99%

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Janke¹,

Rudert²,

Petersen³

et al. 2021

Preprint

Self Cite

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show abstract

“…The above implies individual differences in how the drastic changes are perceived and coped with. In a study on university teachers, Daumiller et al (2021) found their achievement goals to predict whether the transition to remote teaching was perceived as a positive challenge or threatening. Teachers' learning-focused goals were associated with the view of positive challenge, while performance-and avoidance-focused goals with the view of threat, which, in turn, was also predictive of burnout symptoms.…”

Section: Introductionmentioning

confidence: 99%

Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic

Juntunen¹,

Tuominen²,

Viljaranta³

et al. 2021

Preprint

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We investigated university students’ remote teaching experiences, how they predict psychological well-being, and whether the predictions vary depending on students’ motivation. Self-reports were collected from Finnish university students (N = 2686). Within the latent variable modeling framework, we classified students according to their expectancy-value-cost profiles, compared latent means, and tested whether the predictions differed across groups. Six groups described the data best: moderately motivated, utility-oriented, disengaged, indifferent, positively ambitious, and struggling ambitious. The groups differed significantly on remote teaching experiences and well-being, but predictions were similar across the groups: Engagement was predicted positively by evaluation of remote teaching and negatively by perceived strain, exhaustion positively by evaluation of teaching and perceived strain, and depressive symptoms by perceived strain and sense of alienation. Findings suggest that remote teaching experiences during the pandemic contribute to students’ psychological well-being in distinct ways, and that certain motivational mindsets might buffer against the negative effects.

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Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

Gellisch

Wolf

Minkley

et al. 2022

Anatomical Sciences Ed

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To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face‐to‐face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face‐to‐face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face‐to‐face learning, suggesting stronger stress responses in the face‐to‐face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face‐to‐face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face‐to‐face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face‐to‐face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.

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Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

Cited by 201 publications

References 55 publications

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic

Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

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