Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique

This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors...

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Detalles Bibliográficos
Autores: Gómez Del Rey, Pilar, Fernández Navarro, Francisco, Vázquez de Francisco, María José
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad Loyola Andalucía
Repositorio:Brújula
OAI Identifier:oai:repositorio.uloyola.es:20.500.12412/4860
Acceso en línea:https://hdl.handle.net/20.500.12412/4860
Access Level:acceso abierto
Palabra clave:Covid-19 pandemic
Educator wellbeing
Face to face learning
Life skills
Online learning
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spelling Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort techniqueGómez Del Rey, PilarFernández Navarro, FranciscoVázquez de Francisco, María JoséCovid-19 pandemicEducator wellbeingFace to face learningLife skillsOnline learningThis paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.2021info:eu-repo/semantics/articlehttps://hdl.handle.net/20.500.12412/4860reponame:Brújulainstname:Universidad Loyola AndalucíaIngléshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uloyola.es:20.500.12412/48602026-06-24T12:48:37Z
dc.title.none.fl_str_mv Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
title Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
spellingShingle Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
Gómez Del Rey, Pilar
Covid-19 pandemic
Educator wellbeing
Face to face learning
Life skills
Online learning
title_short Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
title_full Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
title_fullStr Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
title_full_unstemmed Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
title_sort Identifying key variables on the way to wellbeing in the transition from face-to-face to online higher education due to COVID-19: Evidence from the Q-sort technique
dc.creator.none.fl_str_mv Gómez Del Rey, Pilar
Fernández Navarro, Francisco
Vázquez de Francisco, María José
author Gómez Del Rey, Pilar
author_facet Gómez Del Rey, Pilar
Fernández Navarro, Francisco
Vázquez de Francisco, María José
author_role author
author2 Fernández Navarro, Francisco
Vázquez de Francisco, María José
author2_role author
author
dc.subject.none.fl_str_mv Covid-19 pandemic
Educator wellbeing
Face to face learning
Life skills
Online learning
topic Covid-19 pandemic
Educator wellbeing
Face to face learning
Life skills
Online learning
description This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.12412/4860
url https://hdl.handle.net/20.500.12412/4860
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:Brújula
instname:Universidad Loyola Andalucía
instname_str Universidad Loyola Andalucía
reponame_str Brújula
collection Brújula
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.81155

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