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This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N=265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching during the lockdown of March-May 2020 and their beliefs about distance teaching. The respondents used digital tools in teaching mostly for delivering information. According to their evaluations, their competence in distance teaching increased during the early stages of COVID-19 pandemic in 2020, but their beliefs about distance teaching did not relate to the feelings of competence. Respondents with no experience in distance teaching before the lockdown evaluated their competence as having increased more than did respondents with previous experience
Despite the major challenges lockdown-induced remote learning has presented, teachers, pupils and parents alike have reaped certain benefits. Can school learn from these changes?
The COVID-19 pandemic demanded the closure of education institutions abruptly in the middle of the academic term, disrupting regular teaching and learning activities throughout the world. The teaching fraternity immediately moved to online teaching to minimize learning damage and continue academic activities. With the sudden shift from traditional practices to online teaching, the key question arises about effectiveness of online teaching in higher education and how the teaching fraternity pursues academic activities, grouped under pre, during and post online teaching. This study aimed at examining the faculty perspective of online teaching in higher education without much experience and preparation. Data was collected from 81 faculty members across the disciplines of Engineering, Technology and Science for technical courses and Management and Commerce for the School of Social Science. Opinion of respondents received in pre, during and post online teaching activities and effectiveness