Online Teaching and Learning During COVID-19: Findings From a Global Survey

• In Event: Learning From COVID-19 About Remote Teaching and Beyond

Abstract

We examine the transition to emergency remote instruction by nearly 9,000 educators and students from 118 countries. Inferential analyses of instructors’ responses indicate that:
i) gender was predictive of teacher engagement (β=.06,p<.001);
ii) teachers coped better when they worked in higher education: F=9.31,p<.001,ηp²=.02[.01;.04] and used synchronous delivery: t=−6.2,p<.001,d=.33[.22;.43];
iii) educators were more engaged in developing rather than economically developed countries: t=3.59,p<.05,d=.31[.14;.48];
iv) psychological overload was mediated by perception of student coping;
v) future learning outcomes were the biggest cause for concern in beginner-level classes: β=.09,R²=.51,p=.026.
vi) the breakup of some constructs in clusters of naturally correlating variables suggests that in crisis situations these may function differently than during ‘business as usual’.
We will also discuss factors distinguishing better- and worse-coping learners.

Authors

• Michał B. Paradowski, University of Warsaw

• Magdalena Jelińska, University of Warsaw

• Ekaterina Sudina, Northern Arizona University

• Andrzej Jarynowski, Interdisciplinary Research Institute in Wrocław