Will teachers continue to teach online post-COVID-19?

Document Type

Article

Source of Publication

Behaviour and Information Technology

Publication Date

4-17-2022

Abstract

Numerous studies have captured the experiences of teachers teaching online, but the current ‘emergency’ to teach online is unprecedented and has been challenging. Grounded in the theory of cognitive dissonance, this paper attempts to recapitulate the experiences of university teachers and analyses whether they have developed the consonant cognitions to teach online during the pandemic period or would they prefer switching back to ‘normal’ teaching as soon as the circumstances permit. Technology-enabled teaching has been found to be complex as it mandates teaching in a computerised setting and lacks an element of social interaction, which is at the heart of face-to-face teaching. Using Structural Equation Modelling, this study presents the determining factors that motivate teachers to embrace technology-driven teaching more convincingly. The study finds that in the absence of adequate training imparted to the teachers for developing technological and pedagogical knowledge (TPK), high psychological capital and facilitating conditions are the two most important factors ensuring teaching proficiency, creating positive online experiences and a continued intention to teach online.

ISSN

0144-929X

Publisher

Informa UK Limited

First Page

1

Last Page

17

Disciplines

Education

Keywords

Online teaching, COVID-19, cognitive dissonance, psychological capital, technological-pedagogical knowledge (TPK), teaching proficiency

Indexed in Scopus

no

Open Access

no

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