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Abstract(s)
As we are all aware, during 2020, all over the world, most educational institutions were forced to confine
due to COVID19. Within this pandemic context, academic activities were mostly provided by distance
learning solutions. Such a transition to an emergency model, from face-to-face education to distance
learning raised new challenges for students, lecturers and academic staff. The present study is
particularly focused on lecturers’ perceptions, namely, it aims at analysing the levels of their satisfaction
with teaching and assessment during the remote period, as well as analysing possible differences in the
levels of satisfaction of instructors according to their career position, their tenure and the knowledge
domain they teach.
As for methodology, the research was based on a quantitative and qualitative approach. For the data
collection, we gathered information from a questionnaire and from semi-structure interviews. The data
were collected through an online questionnaire delivered during the period of June and July 2020, and
a semi-structured interview conducted during September 2020. We obtained 547 answers to the
questionnaire and 24 to the interviews.
Results show that instructors with the highest career positions demonstrate the lowest levels of
satisfaction with the way the lessons and the assessment were conducted during the remote teaching
period. Although such a difference is not statistically significant, during the interviews, lecturers with
lowest career positions also revealed more satisfaction with the teaching during pandemic and lecturers
from highest professional categories mentioned lower satisfaction levels. Regarding satisfaction
according to labour contract, part-time lecturers reported higher satisfaction levels with assessment and
teaching experience than full-time lecturers. The results also revealed a statistically significant difference
between part-time and full-time positions. Emergency remote teaching had a greater impact on full-time
teachers. In the same fashion, qualitative interviews reinforce these data showing that full-time lecturers
had more teaching and administrative workload and huge challenges when compared with the part-time
lecturers. As for satisfaction, according to the knowledge domain, it was observed that lecturers in the
domains of Technology and Management, Health, Accounting and Business, and Hospitality and
Tourism were the most satisfied with Emergency Remote Teaching.
The qualitative data demonstrate that major difficulties concerned a timely adaptation to acquire the
technological skills required in remote teaching and an increase of the workload concerning class
preparation. Nonetheless, the biggest challenges encountered were the lack of student’s interaction
during the classes and the difficulty to redesign a fair and correct assessment for every subject, within
a remote environment.
To sum up, within the context of the first lockdown, we can conclude that the more experienced lecturers
were the least satisfied with the teaching and the assessment. Furthermore, in more theoretical
knowledge domains, the satisfaction level with the teaching and assessment experience was also more
significant. These results reinforce the need to stabilise the teaching staff in the Higher Education
Institutions and to develop new strategies and models for higher education.
Description
Keywords
Remote assessment Emergency remote teaching Teacher profile Teacher's satisfaction
Citation
Publisher
IATED