Which Attitudes Helped the Academics to Overcome the Difficulties of Online Education During COVID-19?

Abstract

Hungarian school communities also faced with the challenging situation posed by COVID-19 in March 2020. The transition to emergency remote teaching could be affected by many factors. The attitudes of educators are important as their decisions largely determined the methods of digital education. In the present study, 147 high school teachers and 58 academics’ data were analyzed. Academics were more likely to maintain interactions during their courses, and they preferred to make their own material for the lessons, while high-school teachers more often borrow material from pre-existing sources. The authors also found that the effect of self-efficacy on resilience is mediated through the intention to create teaching materials and through the willingness to adopt them as well. It can be concluded that the assistance cannot be one-dimensional, as teachers of different ages, with different IT competencies, teaching at different levels of education, teaching different subjects, have different needs and need to be supported in different ways.

Citation

Végh, V., Soltész-Várhelyi, K. and Pusztafalvi, H. (2021), "Which Attitudes Helped the Academics to Overcome the Difficulties of Online Education During COVID-19?", Sengupta, E. and Blessinger, P. (Ed.) New Student Literacies amid COVID-19: International Case Studies (Innovations in Higher Education Teaching and Learning, Vol. 41), Emerald Publishing Limited, Leeds, pp. 153-168. https://doi.org/10.1108/S2055-364120210000041019