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An exploratory assessment of the educational practices during COVID-19

An exploratory assessment of the educational practices during COVID-19 This study aims to address the state of teaching-learning during the COVID-19 pandemic by assessing the pedagogies used, evidence collected, best practices used and technologies used for instruction by the academics in higher education institutions (HEIs). This study also analyses the impact of online academic motivation (OAM) and online academic amotivation of the teachers on the online student engagement (OSE) during the emergency remote teaching (ERT) period.Design/methodology/approachThis study uses a mixed methodology by incorporating both qualitative and quantitative methods for analysis. Data used in this study have been drawn from a pool of educationists teaching in various HEIs in different parts of India (n = 900). Sentiment analysis, project map and mind map have been used to analyze the teachers’ experiences in the new teaching environment. Further, this study uses exploratory and confirmatory factor analysis and path analysis to measure and validate the study’s scales.FindingsThe combination of empirical and qualitative analysis captured the ERT model followed by the teachers. The overall experience of teachers regarding the online mode of teaching-learning is moderately positive. This study reports a direct positive and significant impact of teachers’ motivation on perceived student engagement in the online mode.Originality/valueThis research proposes and validates scales to measure perceived OSE and the teachers’ OAM. This study also establishes an impact assessment of the teachers’ motivation levels on the students’ engagement from an educator’s perspective. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

An exploratory assessment of the educational practices during COVID-19

Quality Assurance in Education , Volume 29 (4): 20 – Oct 19, 2021

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References (47)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0968-4883
eISSN
0968-4883
DOI
10.1108/qae-12-2020-0170
Publisher site
See Article on Publisher Site

Abstract

This study aims to address the state of teaching-learning during the COVID-19 pandemic by assessing the pedagogies used, evidence collected, best practices used and technologies used for instruction by the academics in higher education institutions (HEIs). This study also analyses the impact of online academic motivation (OAM) and online academic amotivation of the teachers on the online student engagement (OSE) during the emergency remote teaching (ERT) period.Design/methodology/approachThis study uses a mixed methodology by incorporating both qualitative and quantitative methods for analysis. Data used in this study have been drawn from a pool of educationists teaching in various HEIs in different parts of India (n = 900). Sentiment analysis, project map and mind map have been used to analyze the teachers’ experiences in the new teaching environment. Further, this study uses exploratory and confirmatory factor analysis and path analysis to measure and validate the study’s scales.FindingsThe combination of empirical and qualitative analysis captured the ERT model followed by the teachers. The overall experience of teachers regarding the online mode of teaching-learning is moderately positive. This study reports a direct positive and significant impact of teachers’ motivation on perceived student engagement in the online mode.Originality/valueThis research proposes and validates scales to measure perceived OSE and the teachers’ OAM. This study also establishes an impact assessment of the teachers’ motivation levels on the students’ engagement from an educator’s perspective.

Journal

Quality Assurance in EducationEmerald Publishing

Published: Oct 19, 2021

Keywords: Stress; Surveys; Perception; Quality assurance; Validation; Higher education; Online student engagement; Online teachers’ motivation; Pedagogy; COVID-19 pandemic; Online teaching-learning; Sentiment analysis

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