Impact of instructors' online teaching readiness on satisfaction in the emergency online teaching context.

This study aims at investigating the predictive effects of online teaching readiness factors on instructors' satisfaction and confidence in the emergency online teaching context. The target population is instructors who experienced online teaching during the COVID-19 pandemic, particularly in South Korea. Two hundred and thirteen instructors from 15 universities in South Korea responded to a survey asking about online teaching readiness (technological, pedagogical, online communication, time and environment management, and institutional support readiness), satisfaction, and confidence. Hierarchical regression analysis showed that pedagogical and online communication readiness have significant positive effects on both satisfaction and confidence, while showing lower means than other online teaching readiness sub-categories. This research concludes that specific strategies and skills for pedagogical and online communication readiness have to be stressed in professional development programs for online teaching.

Chinese Private Preschool Teachers' Teaching Readiness and Teacher-Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy.

The teacher-child relationship is a key element in measuring the quality of childcare institutions and is essential to the current and future physical and mental developmental outcomes of children. The purpose of this study is to investigate the role of private preschool teachers' readiness to teach in influencing the teacher-child relationship, and to explore the mechanisms by which teachers' motivation and self-efficacy mediate their readiness to teach and the teacher-child relationship. Online questionnaires were administered to 289 early-childhood teachers in Shanghai, China. The findings of the study indicated a significant and positive correlation between early-childhood teachers' readiness to teach and the quality of the teacher-child relationship. In addition, early-childhood teachers' internal motivation to teach and self-efficacy mediated their readiness to teach and the teacher-child relationship, respectively. However, teachers' external motivation did not mediate the effect of teaching readiness on the quality of the teacher-child relationship. Moreover, teachers' motivation to teach (encompassing both internal and external factors) and their self-efficacy played chained roles in mediating the relationships between teaching readiness and the teacher-child relationship. This study highlights the significant roles of teaching readiness and instructional motivation, along with self-efficacy, in cultivating positive teacher-child relationships within early-childhood education settings.

An Investigation of Instructors' Online Teaching Readiness.

It was the purpose of the study to investigate the readiness of faculty members at two private universities in the United States to teach online when a pandemic caused a shift to emergency remote or online teaching. Results show that instructors were somewhat ready to accomplish tasks related to online teaching. Participating instructors reported they felt most competent with course communication and least competent with time management. Significant differences in responses were found based on online teaching experience prior to the pandemic and years of online teaching experience. Results show that instructors who had confidence in online teaching were more prepared for the task than those who were not confident. This study has implications for online instructors, support staff who provide professional development opportunities and training for instructors, and administrators who provide resources for faculty and staff to support quality online course and program offerings at their institutions.

Medical Students' Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher's Readiness to Teach Online.

This study determined the direct and indirect effects of medical students' online learning perceptions on learning outcomes via their readiness for online learning. It also determined the moderating effect of teachers' online teaching readiness on medical students' online learning perceptions and learning outcomes. We apply the theoretical lens of self-determination theory and constructivist theory to formulate hypotheses. We used self-administered and postal survey methods to collect data from fourth and fifth-year medical students on online learning perceptions, readiness for online learning, and learning outcomes in two waves. We also collected data from the teachers about their perceptions of online teaching readiness. We received 517 usable students' responses (Level-1) and 88 usable teachers' responses (Level-2). We tested Level-1 hypotheses about direct and indirect effects in Analysis of Moment Structures (AMOS), and a Level-2 hypothesis about moderating effect was tested using Hierarchical Linear Modeling (HLM). The results for the Level-1 hypotheses supported the positive effects of students' online learning perceptions and readiness for online learning on learning outcomes. Student readiness for online learning significantly mediated the relationship between online learning perceptions and learning outcomes. HLM results also supported a moderating effect of teachers' online teaching readiness on medical students' online learning perceptions and learning outcomes in such a way that learning outcomes were high when students' online learning perceptions and teachers' online teaching readiness were high. Based on the study's findings, we offer contributions to theory and practice.

Exploring medical educators' readiness and the priority of their educational needs for online teaching.

PURPOSE: This study investigated medical educators' readiness for online teaching by exploring their perceived ability and importance of online teaching competencies and identified the highest priority of their educational needs. METHODS: In this study, 144 medical education faculty members from a university were invited to participate. The faculty online teaching readiness scale was virtually distributed at the end of the spring semester of 2020 and 38 faculty members responded for 2 weeks. The collected data were analyzed with descriptive statistics, paired t-tests, Borich Needs Assessment, and the Locus for Focus model. RESULTS: The overall average perceived ability was 2.76, while the overall average perceived importance was 3.36. The course design and the technical competency categories showed the highest and lowest educational needs, respectively. Five competencies were given the highest priority of educational needs. CONCLUSION: The results revealed that the medical educators are not ready for online teaching; thus, urgent educational needs for online teaching competencies exist.

Developing, Validating, and Implementing a Tool for Measuring the Readiness of Medical Teachers for Online Teaching Post-COVID-19: A Multicenter Study.

BACKGROUND: While online education is by no means a new concept, it was recently thrust into the spotlight after school campuses all over the world were forced to close because of the COVID-19 pandemic. The sudden need to shift revealed emerging challenges to online teaching, both logistic and personal. One important challenge is the ability to assess the readiness of educators for online teaching, so that appropriate and specific feedback/training can be offered to those in need. This study aims at developing, validating, and implementing a tool to measure the teachers' readiness for online teaching in three medical schools from three different countries. METHODS: This was a multi-center, cross-sectional study that involved developing a survey through review of literature and previous studies, item development and revision, and pilot testing. The survey was then distributed electronically to a convenient sample of 217 teaching faculty members of different academic ranks from three medical schools in Egypt, Saudi Arabia, and Bahrain. Exploratory factor analysis and reliability study were performed. Descriptive statistics were applied, and the statistical significance level was set at 0.05. RESULTS: Factor analysis produced the following five factors: "Online Teaching and Course Design Skills", "Digital Communication", "Basic Computer Skills", "Advanced Computer Skills" and "Using Learning Management Systems". The tool showed high reliability (alpha = 0.94). Survey results showed highest mean scores for Basic Computer Skills with lower scores for Online Teaching and Course Design Skills and Using Learning Management Systems. ANOVA revealed statistically significant differences between the three studied schools regarding Digital Communication (F=5.13; p=0.007) and Basic Computer Skills (F=4.47; p=0.012) factors. CONCLUSION: The tool proved to be reliable and valid. Results indicated an overall acceptable readiness in the three involved schools, with a need for improvement in "Online Teaching and Course Design" and Using Learning Management Systems.