Examining Teaching Efficacy in the Postsecondary Context: Comparing Online and In-Person Teaching Efficacy

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Collaborative Pathways in Higher Education: Strengthening Equity, Teaching, and Professional Development (Table 6)

Abstract

This study examined Canadian post-secondary instructors’ teaching efficacy for online teaching as compared to teaching in-person using an adapted version of the Michigan Nurse Educators Sense of Efficacy for Online Teaching Instrument (MNESEOT). Findings revealed that online teaching efficacy was lower than in-person teaching efficacy across all dimensions of efficacy. College instructors had higher efficacy in use of computers and implementation of EDI principles, compared to University instructors. Associate Professors had lower efficacy for online instructional strategies and online student engagement than did Assistant Professors. These findings highlight possible differences in the training, instructional practices and professional development priorities that call for more systematic and targeted professional development to improve online teaching efficacy in key areas.

Authors

• Julia Forgie, University of Toronto

• Heidi Kenkel, University of Toronto - OISE

• Avery Chien, University of Toronto

• Daniela Pucci, University of Toronto

• Karina Cheung, University of Toronto