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dc.contributor.authorDolighan, Tim
dc.date.accessioned2023-09-15T17:05:47Z
dc.date.available2023-09-15T17:05:47Z
dc.identifier.urihttp://hdl.handle.net/10464/18099
dc.description.abstractThis is a mixed methods multi-phase study that measured teachers’ sense of efficacy for teaching online at the initial stages of the COVID-19 pandemic in the spring of 2020. As the pandemic persisted into the 2020-21 school year, the study was expanded to include a second phase that sought to understand teacher efficacy and experience of teaching online one year into the transition to emergency remote online teaching during the pandemic. The aim of this research was to better understand how to best support teachers as they adapted to online teaching and to use the data to build ongoing and professional learning support for effective online teaching. The study examined the impact of prior experience teaching online, experience teaching online during the pandemic, and access to online training on teacher self-efficacy as teachers adapted to online learning in the context of the pandemic. What became clear was that teaching remotely online under emergency measures is different from normal online teaching. The results of the study in the initial phase found correlations between teachers’ sense of efficacy for teaching online with using a learning management system (LMS) before transitioning online. Having had online training and access to virtual tech support were also associated with a higher sense of efficacy. In the second phase, teachers’ collaboration with colleagues to solve issues and learn affected teacher efficacy. The study also found that access to technical and pedagogical support resources impacted teachers’ sense of efficacy and experience teaching online. One outcome of this study is support for the argument distinguishing between emergency remote teaching and learning and online teaching and learning. Further, the findings emerge from this study support recommendations for dedicated teacher professional development that addresses the challenges and opportunities of designing and implementing emergency remote teaching and learning environments.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectTeacher Self-efficacyen_US
dc.subjectProfessional Learningen_US
dc.subjectOnline Teachingen_US
dc.subjectPandemicen_US
dc.titleExploring Teachers' Experiences of Teaching Online During the COVID-19 Pandemic: A Mixed Methods Multi-Phase Studyen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.namePh.D. Educational Studiesen_US
dc.degree.levelDoctoralen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2023-09-15T17:05:47Z


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CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal