Instructors’ Perceptions of Teaching Online During Emergency Remote Teaching: The Case of a Teacher Education College

https://doi.org/10.9743/JEO.2022.19.3.4

Abstract

This paper explored instructors’ perceptions of teaching online during emergency remote teaching. The sample consisted of instructors from a teacher education college in Israel. Data were collected from a survey and were analyzed using descriptive and inferential statistics. The results suggested an overall tendency towards positive perceptions of online learning and teaching practices. While quantitative data revealed undecided opinions regarding institutional support, qualitative data suggested a need for pedagogical and technical support for students and instructors. Correlations concerning specific demographics and categories were detected. Significant differences in perceptions according to specific demographics, categories, and statements were found. The study recommends more comprehensive institutional support for students and instructors that incorporates: 1) self-learning; 2) assessment and provision of technical and pedagogical training; 3) a robust technological infrastructure; 4) a professional learning community; and 5) peer mentoring programs that respect diversity and include the more experienced online instructors as valuable resources.

Keywords: online teaching, perceptions, demographic variables