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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

As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learning during this unexpected circums...

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Autores principales: Daumiller, Martin, Rinas, Raven, Hein, Julia, Janke, Stefan, Dickhäuser, Oliver, Dresel, Markus
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier Ltd. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9758001/
https://www.ncbi.nlm.nih.gov/pubmed/36570330
http://dx.doi.org/10.1016/j.chb.2020.106677
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author Daumiller, Martin
Rinas, Raven
Hein, Julia
Janke, Stefan
Dickhäuser, Oliver
Dresel, Markus
author_facet Daumiller, Martin
Rinas, Raven
Hein, Julia
Janke, Stefan
Dickhäuser, Oliver
Dresel, Markus
author_sort Daumiller, Martin
collection PubMed
description As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learning during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, as well as their attitudes and burnout/engagement during the first semester with enforced online teaching. We additionally included 703 student ratings of these faculty members’ teaching quality. Results indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence development. Conversely, performance (appearance) avoidance and work avoidance goals went along with perceiving this change as threatening, which was in turn positively related to burnout levels and negatively related to student ratings of teaching quality. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning.
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spelling pubmed-97580012022-12-19 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 Comput Human Behav Full Length Article As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learning during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, as well as their attitudes and burnout/engagement during the first semester with enforced online teaching. We additionally included 703 student ratings of these faculty members’ teaching quality. Results indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence development. Conversely, performance (appearance) avoidance and work avoidance goals went along with perceiving this change as threatening, which was in turn positively related to burnout levels and negatively related to student ratings of teaching quality. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning. Elsevier Ltd. 2021-05 2021-01-05 /pmc/articles/PMC9758001/ /pubmed/36570330 http://dx.doi.org/10.1016/j.chb.2020.106677 Text en © 2020 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Full Length Article
Daumiller, Martin
Rinas, Raven
Hein, Julia
Janke, Stefan
Dickhäuser, Oliver
Dresel, Markus
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
title 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic Full Length Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9758001/
https://www.ncbi.nlm.nih.gov/pubmed/36570330
http://dx.doi.org/10.1016/j.chb.2020.106677
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