Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development
Tóm tắt
Từ khóa
Tài liệu tham khảo
An, Y. (2021). A response to an article entitled “Improving teacher professional development for online and blended learning: A systematic meta-aggregative review.” Educational Technology Research and Development, 69(1), 39–42.
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8
Biggs, J. B., & Tang, C. S.-k. (2011). Teaching for quality learning at university: What the student does (p. 389). McGraw-Hill/Society for Research into Higher Education/Open University Press.
Bilbao-Aiastui, E., Arruti, A., & Morillo, R. C. (2021). A systematic literature review about the level of digital competences defined by DigCompEdu in higher education. Aula Abierta, 50(4), 841–852. https://doi.org/10.17811/RIFIE.50.4.2021.841-850
Bolumole, M. (2020). Student life in the age of COVID-19. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1825345
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). 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. Computers in Human Behavior, 118, 106677.
Dervenis, C., Fitsilis, P., & Iatrellis, O. (2022). A review of research on teacher competencies in higher education. Quality Assurance in Education, 30(2), 199–220. https://doi.org/10.1108/QAE-08-2021-0126
Esteve-Mon, F. M., Llopis-Nebot, M. Á., & Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review of the literature. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 15(4), 399–406. https://doi.org/10.1109/RITA.2020.3033225
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.
Fernández-Batanero, J. M., Román-Graván, P., Montenegro-Rueda, M., López-Meneses, E., & Fernández-Cerero, J. (2021). Digital teaching competence in higher education: A systematic review. Education Sciences, 11(11), 689. https://doi.org/10.3390/educsci11110689
Goldkuhl, G. (2012). Pragmatism vs interpretivism in qualitative information systems research. European Journal of Information Systems, 21(2), 135–146.
González, C. (2015). Perspecticas y desafíos de la docencia en la educación superior chilena. La educación superior de Chile: transformación, desarrollo y crisis (pp. 371–407).
González, C., López, D., Calle-Arango, L., Montenegro, H., & Clasing, P. (2022). Chilean university students’ digital learning technology usage patterns and approaches to learning. ECNU Review of Education, 5(1), 37–64.
Hilliger, I., & Pérez-Sanagustín, M. (2022). Facing the change beyond COVID-19: Continuous curriculum improvement in higher education using learning analytics. In A research agenda for global higher education (pp. 193–209). Edward Elgar Publishing.
Howard, S., Tondeur, J., Hutchison, N., Scherer, R., & Siddiq, F. (2022). A t(r)opical journey: Using text mining to explore teachers’ experiences in the Great Online Transition. In Society for information technology & teacher education international conference.
IESALC-UNESCO. (2022). Resuming or reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe Issue.
John, R. (2021). Canvas LMS course design: Create and deliver interactive online courses on the Canvas learning management system. Packt Publishing Ltd.
Keen, S., Lomeli-Rodriguez, M., & Joffe, H. (2022). From challenge to opportunity: Virtual qualitative research during COVID-19 and beyond. International Journal of Qualitative Methods. https://doi.org/10.1177/160940692211050
Laurillard, D. (2008). Digital technologies and their role in achieving our ambitions for education (pp. 1–40). Institute of Education, University of London.
Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology, 49(6), 1044–1058.
MacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2016). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16(2), 198–212.
Marchant, J., González, C., & Fauré, J. (2018). The impact of a university teaching development programme on student approaches to studying and learning experience: Evidence from Chile. Assessment and Evaluation in Higher Education, 43, 697–709.
Morgan, D. L. (2014). Pragmatism as a paradigm for social research. Qualitative Inquiry, 20(8), 1045–1053.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.
OECD. (2009). Tertiary education in Chile. In Education (p. 302). OECD.
Ordorika, I. (2020). Pandemia y educación superior. Revista de la Educacion Superior, 49, 1–8.
Peña Vicuña, P. (2019). Perfiles evaluativos de los profesores universitarios de medicina, ingeniería y humanidades: una combinación entre concepciones y prácticas de evaluación. Pontificia Universidad Católica de Chile.
Pey, R., Durán, F., & Jorquera, P. (2013). Análisis y recomendaciones del proceso de innovación curricular en las Universidades del Consejo de Rectores de las Universidades Chilenas (CRUCH). Consejo de Rectores de las Universidades Chilenas, CRUCH.
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174.
Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: Implications for student support practice. Journal of Professional Capital and Community, 5, 343–349.
Salazar, J.M., & Rifo, M. (2020). Bajo el péndulo de la historia: Cinco décadas de masificación y reforma en la educación superior chilena (1967-2019). Economía y Política, 7(1), 27–61. https://doi.org/10.15691/07194714.2020.002
Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565–600.
Schwab, K. (2017). The fourth industrial revolution. Currency.
Selwyn, N. (2014). Digital technology and the contemporary university: Degrees of digitization. Routledge.
Smith, C. D., & Baik, C. (2021). High-impact teaching practices in higher education: A best evidence review. Studies in Higher Education, 46, 1696–1713.
St-Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID-19 as the tipping point for integrating e-assessment in higher education practices. British Journal of Educational Technology, 53(2), 349–366.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840–854.
Villarroel, V. A., & Bruna, D. V. (2017). Competencias pedagógicas que caracterizan a un docente universitario de excelencia: Un estudio de caso que incorpora la perspectiva de docentes y estudiantes. Formación Universitaria, 10(4), 75–96.
Viñoles-Cosentino, V., Sánchez-Caballé, A., & Esteve-Mon, Y. F. M. (2022). Development of the digital teaching competence in university contexts. A systematic review. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 20(2), 11–27. https://doi.org/10.15366/reice2022.20.2.001
Yang, B., & Huang, C. (2021). Turn crisis into opportunity in response to COVID-19: Experience from a Chinese University and future prospects. Studies in Higher Education, 46, 121–132.