TY - JOUR
T1 - Perception of online teacher self-efficacy
T2 - A multi-state study of nursing faculty pivoting courses during COVID 19
AU - Culp-Roche, Amanda
AU - Hardin-Fanning, Fran
AU - Tartavoulle, Todd
AU - Hampton, Debra
AU - Hensley, Angie
AU - Wilson, Jessica L.
AU - Wiggins, Amanda Thaxton
N1 - Funding Information:
Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Publisher Copyright:
© 2021 Elsevier Ltd
PY - 2021/11
Y1 - 2021/11
N2 - Background: COVID-19 forced many colleges and schools of nursing to abruptly pivot face-to-face learning to online formats. Online teaching is not new, but some faculty have not taught in a virtual environment and rapidly transitioning courses online was challenging. It is not known if teacher self-efficacy was impacted by these circumstances. Objectives: We aimed to assess online teacher self-efficacy of nursing faculty who transitioned at least one-face-to face course to an online format. We hypothesized that faculty with previous online teaching experience and greater self-rated instructional support would demonstrate higher online teacher self-efficacy scores compared to faculty who had little or no online teaching experience or reported less satisfaction with instructional support. Design: A cross-sectional, descriptive design was used. Setting: Faculty from ten universities across the United States were recruited. Participants: Nursing faculty (N = 84) who transitioned at least one face-to-face course to an online format during COVID-19 were included in the study. Methods: Participants completed the 32-item Michigan Nurse Educators Sense of Efficacy for Online Teaching (MNESEOT) instrument and a demographic questionnaire which included items about prior online teaching experience and instructional support. Results: Participants scored overall teacher self-efficacy high (75th percentile). “Computer skills” were scored highest while “student engagement” scored lowest. Prior online teaching was a predictor of higher online teacher self-efficacy; however, instructional support was not a predictor of higher online teacher self-efficacy. Conclusion: Nursing faculty reported a high level of online teacher self-efficacy during an abrupt pivot from face-to-face teaching to a virtual format. Pre-emptive opportunities to teach online can build self-efficacy for novice faculty. Faculty and students will benefit from improving student engagement skills, especially during isolating and overwhelming events such as the COVID-19 pandemic.
AB - Background: COVID-19 forced many colleges and schools of nursing to abruptly pivot face-to-face learning to online formats. Online teaching is not new, but some faculty have not taught in a virtual environment and rapidly transitioning courses online was challenging. It is not known if teacher self-efficacy was impacted by these circumstances. Objectives: We aimed to assess online teacher self-efficacy of nursing faculty who transitioned at least one-face-to face course to an online format. We hypothesized that faculty with previous online teaching experience and greater self-rated instructional support would demonstrate higher online teacher self-efficacy scores compared to faculty who had little or no online teaching experience or reported less satisfaction with instructional support. Design: A cross-sectional, descriptive design was used. Setting: Faculty from ten universities across the United States were recruited. Participants: Nursing faculty (N = 84) who transitioned at least one face-to-face course to an online format during COVID-19 were included in the study. Methods: Participants completed the 32-item Michigan Nurse Educators Sense of Efficacy for Online Teaching (MNESEOT) instrument and a demographic questionnaire which included items about prior online teaching experience and instructional support. Results: Participants scored overall teacher self-efficacy high (75th percentile). “Computer skills” were scored highest while “student engagement” scored lowest. Prior online teaching was a predictor of higher online teacher self-efficacy; however, instructional support was not a predictor of higher online teacher self-efficacy. Conclusion: Nursing faculty reported a high level of online teacher self-efficacy during an abrupt pivot from face-to-face teaching to a virtual format. Pre-emptive opportunities to teach online can build self-efficacy for novice faculty. Faculty and students will benefit from improving student engagement skills, especially during isolating and overwhelming events such as the COVID-19 pandemic.
KW - COVID-19
KW - Nursing faculty
KW - Online teacher self-efficacy
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U2 - 10.1016/j.nedt.2021.105064
DO - 10.1016/j.nedt.2021.105064
M3 - Article
C2 - 34329961
AN - SCOPUS:85111228087
SN - 0260-6917
VL - 106
JO - Nurse Education Today
JF - Nurse Education Today
M1 - 105064
ER -