Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts
Abstract In recent years, educators have encountered significant shifts in teaching methodologies driven by rapid technological advancements and evolving demands in higher education. This transition has prompted adaptations in teaching practices and digital approaches, resulting in a broader paradig...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-01-01
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| Series: | Smart Learning Environments |
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| Online Access: | https://doi.org/10.1186/s40561-024-00353-2 |
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| author | Purificación Alcaide-Pulido Belén Gutiérrez-Villar Eva Ordóñez-Olmedo Marta Pérez-Escolar |
| author_facet | Purificación Alcaide-Pulido Belén Gutiérrez-Villar Eva Ordóñez-Olmedo Marta Pérez-Escolar |
| author_sort | Purificación Alcaide-Pulido |
| collection | DOAJ |
| description | Abstract In recent years, educators have encountered significant shifts in teaching methodologies driven by rapid technological advancements and evolving demands in higher education. This transition has prompted adaptations in teaching practices and digital approaches, resulting in a broader paradigm shift across institutions. This study explores faculty perceptions and attitudes toward emerging pedagogies, focusing on their preparedness for digital and hybrid learning environments and the dynamics of teacher-student collaborative learning in these contexts. The research examines how faculty readiness can enhance adaptation to modern educational demands beyond any specific event or period. Utilising the FROCT scale—measuring readiness through comfort with risk, identity disruption, teaching norms, and equity and tenure norms—this research, conducted among Spanish university teachers, that highlight significant shifts in readiness perceptions after 2 years of compulsory online education. Furthermore, the study identifies gender and age disparities in teachers’ perceptions of online education readiness. These findings contributing to a better understanding of teacher preparation and performance in the post-pandemic educational landscape, specifically in online and blended education, where cognitive, metacognitive, and emotional dimensions play integral roles in fostering socialisation online and collaborative learning between educators and students. |
| format | Article |
| id | doaj-art-473e7e756fc946ae9696a029907597cc |
| institution | Kabale University |
| issn | 2196-7091 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj-art-473e7e756fc946ae9696a029907597cc2025-01-19T12:42:50ZengSpringerOpenSmart Learning Environments2196-70912025-01-0112111910.1186/s40561-024-00353-2Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contextsPurificación Alcaide-Pulido0Belén Gutiérrez-Villar1Eva Ordóñez-Olmedo2Marta Pérez-Escolar3Universidad Loyola AndalucíaUniversidad Loyola AndalucíaUniversidad Internacional de La RiojaUniversidad de MurciaAbstract In recent years, educators have encountered significant shifts in teaching methodologies driven by rapid technological advancements and evolving demands in higher education. This transition has prompted adaptations in teaching practices and digital approaches, resulting in a broader paradigm shift across institutions. This study explores faculty perceptions and attitudes toward emerging pedagogies, focusing on their preparedness for digital and hybrid learning environments and the dynamics of teacher-student collaborative learning in these contexts. The research examines how faculty readiness can enhance adaptation to modern educational demands beyond any specific event or period. Utilising the FROCT scale—measuring readiness through comfort with risk, identity disruption, teaching norms, and equity and tenure norms—this research, conducted among Spanish university teachers, that highlight significant shifts in readiness perceptions after 2 years of compulsory online education. Furthermore, the study identifies gender and age disparities in teachers’ perceptions of online education readiness. These findings contributing to a better understanding of teacher preparation and performance in the post-pandemic educational landscape, specifically in online and blended education, where cognitive, metacognitive, and emotional dimensions play integral roles in fostering socialisation online and collaborative learning between educators and students.https://doi.org/10.1186/s40561-024-00353-2Online teachingFaculty perceptionFROCT scaleGender differencesAge differences |
| spellingShingle | Purificación Alcaide-Pulido Belén Gutiérrez-Villar Eva Ordóñez-Olmedo Marta Pérez-Escolar Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts Smart Learning Environments Online teaching Faculty perception FROCT scale Gender differences Age differences |
| title | Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts |
| title_full | Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts |
| title_fullStr | Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts |
| title_full_unstemmed | Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts |
| title_short | Analysis of faculty readiness for online teaching: assessing impact and adaptability in diverse educational contexts |
| title_sort | analysis of faculty readiness for online teaching assessing impact and adaptability in diverse educational contexts |
| topic | Online teaching Faculty perception FROCT scale Gender differences Age differences |
| url | https://doi.org/10.1186/s40561-024-00353-2 |
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