Transition to Online Teaching
Many universities are experiencing a significant increase in the number of professors and instructors that are teaching online. This project represents seeks a better understanding of the challenges professors face as they make this transition by examining faculty’s online teaching self-efficacy, faculty’s perceived motivators and demotivators to teaching online and the relationship between these variables. Faculty who have taught at least one online course at our university were surveyed. Among the results, we found that the variance in faculty’s online teaching self-efficacy was most strongly explained by their motivation to learn as faculty, by their motivation to provided access to students through online learning and by their demotivation due to concerns over the complexity of technology and online pedagogy. Possible implications are discussed.
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