Open AccessFace-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education
Author(s) -
Colin William Campbell
Publication year - 2020
Publication title -
international journal of education
Language(s) - English
Resource type - Journals
ISSN - 1948-5476
DOI - 10.5296/ije.v12i4.17853
Subject(s) - face to face , competence (human resources) , online learning , medical education , psychology , distance education , online teaching , qualitative research , higher education , mathematics education , pedagogy , computer science , multimedia , medicine , sociology , political science , social psychology , philosophy , epistemology , social science , law
The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.