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Teaching Sentiment in Emergency Online Learning—A Conceptual Model
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| 3.35 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Due to the COVID-19 pandemic, higher education institutions with a face-to-face model
have found themselves in the contingency of migrating to online learning. This study explores
the perspective of all the lecturers at a Portuguese private higher education institution who were
invited to participate, regardless of their research area, in this questionnaire. It aims to propose and
test a conceptual model that combines attitudes, preferred activities, and technological experience
with the sentiment about the impact of this experience on students’ learning process, on their
teaching activity, and on the strategy of higher education institutions. An online questionnaire was
conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed
that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which
they feel most comfortable in face-to-face lecturing, and consider having technological experience
useful for online activities. Lecturers have a positive sentiment about the impact of online learning
on students’ learning, their faculty career, and the strategy of higher education institutions. The
proposed conceptual model test shows that the model has well-fitting conditions. The results
confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and
technological experience on sentiment. Faculty engagement in emergency online lecturing shows
that the members are available to participate in the changing process, and the proposed conceptual
model can be used to assess this readiness.
Descrição
Palavras-chave
COVID-19 emergency online learning emergency online teaching higher education lecturers online learning Portugal sentiment analysis