ABSTRACT

Teaching practices have been affected by pandemic shifts from face-to-face to online modalities. Instructors (N = 125) reported predictors and outcomes of online teaching self-efficacy (TSE). Results indicated that professional development predicted TSE but only training completed before COVID-19. In comparing teaching modalities, TSE predicted closeness with students, which predicted breadth and depth of instructor self-disclosures with students. Counter to predictions, closeness did not predict sharing information strategically with students.

中文翻译：

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紧急远程教学与面对面教学：COVID-19 期间在线教学自我效能的前兆和结果

摘要

教学实践受到了从面对面到在线方式的大流行转变的影响。教师 ( N = 125) 报告了在线教学自我效能 (TSE) 的预测因素和结果。结果表明，专业发展预测 TSE，但仅在 COVID-19 之前完成了培训。在比较教学方式时，TSE 预测了与学生的亲密程度，这预测了教师与学生自我表露的广度和深度。与预测相反，亲密度并不能预测与学生战略性地共享信息。