ArticleInternational journal of educational technology in higher education2021
Exploring predictors of instructional resilience during emergency remote teaching in higher education.
Article in International journal of educational technology in higher education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Teachers' and school administrators' perceptions of emergency distance education.Education and information technologies · 2022Article
- Predicting Student Engagement: The Role of Academic Belonging, Social Integration, and Resilience During COVID-19 Emergency Remote Teaching.Frontiers in public health · 2022Article
- The university students' self-regulated effort, flexibility and satisfaction in distance education.International journal of educational technology in higher education · 2022Article
- Article
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Authors and funding
2 authors.
Funding
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Abstract
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed
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Registered trials
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