Affiliation:
1. Lyle School of Engineering, Department of Distance Education Southern Methodist University Dallas Texas USA
2. College of Information, Department of Learning Technologies University of North Texas Denton Texas USA
3. University Libraries San Antonio Texas USA
Abstract
AbstractIn the spring of 2020, universities worldwide closed their campuses and transitioned their face‐to‐face courses to remote teaching with educational technologies due to the COVID‐19 pandemic. This unprecedented transition to online instruction created a unique learning environment for students and faculty. Our case‐based, qualitative study explores the perceived skill level changes of professors who implemented (with minimal training) online educational technologies to deliver business courses at a business school in the southwest United States. Business faculty completed a Likert‐scale survey instrument that used the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) teacher competency framework, which includes digitally communicating with students, delivering asynchronous material, delivering synchronous classes, using the learning management system, and providing digital assessments and feedback (2018). Study outcomes indicate that instructors’ perceived skill sets in most topics grew due to the adoption of online educational technologies at the onset of the pandemic. Further study might focus on determining the long‐term implications of the growing integration of educational technology on business faculty instruction in both online and face‐to‐face classrooms.
Reference58 articles.
1. Allen N.(2019)The best online MBA programs of 2020.Poets & Quants. Retrieved fromhttps://poetsandquants.com/2019/10/14/the‐top‐online‐mba‐programs‐of‐2020/?pq‐category=online‐mba‐news&pq‐category‐2=online‐mba‐rankings
2. American Educational Research Association. (2020).Coronavirus educational research and education: relevant AERA journal articles.https://www.aera.net/Education-Research/Issues-and-Initiatives/Coronavirus-Education-Research-and-Education-AERA-Journal-Articles