Attitudes and perceived effectiveness among first-time online instructors during Covid-19

TL;DR

This study examines first-time online instructors during Covid-19, analyzing their expectations and perceptions of effectiveness, and offers practical recommendations to enhance online teaching success.

Contribution

It uniquely investigates first-time online instructors' expectations during Covid-19 using Bayesian modeling, highlighting factors influencing perceived success and providing targeted support strategies.

Findings

Self-efficacy significantly impacts success expectations.

Smaller classes are associated with lower success expectations.

Prior use of technology and course design do not significantly influence expectations.

Abstract

Online teaching has expanded access to education, offering flexibility compared to traditional face-to-face instruction. While early research has explored online teaching, it is important to understand the perspective of instructors who conducted their first online classes during the Covid-19 pandemic. This study focuses on instructors teaching online for the first time, regardless of whether they volunteered. Surveys were conducted when universities transitioned from in-person to online instruction in April 2020, with a follow-up survey after their first online teaching semester. The study investigated instructors' expectations of class success before their first online teaching experience. Using Bayesian modeling, we analyzed how these expectations varied based on instructors' characteristics (self-efficacy in online teaching, technological proficiency, and acceptance of technology) and course attributes (subject area, class size, and instructional design). Results showed that instructors' self-efficacy significantly impacted their expectations of success, while smaller class sizes were associated with lower expectations. Interestingly, factors like prior use of technology platforms and classroom design did not contribute significantly to expectations. The study offers practical recommendations to support online teaching. To improve self-efficacy, instructors should collaborate with colleagues and familiarize themselves with online platforms. Universities should provide workshops or training to enhance teaching skills. In small interactive classes, nonverbal communication should be emphasized, and institutions should establish support teams and feedback mechanisms to ensure quality and effectiveness in online education.