University teachers’ shifting views of successful learning environments in the future

Figures & data

Table 1. Participant overview.

Sort	G	Birth decade	HE	Position	Subject Area	t^2
1	F	1970s	6	L	Public Health	Yes
2	M	1980s	11	D	Pedagogy	Yes
3	M	1960s	26	P	Pedagogy	Yes
4	M	1980s	7	D	Criminology	Yes
5	M	1980s	4	D	Criminology	Yes
6	M	1980s	5	D	Criminology	No
7	F	1970s	6	L	Migration	No
8	F	1950s	8	L	Pedagogy	Yes
9	F	1970s	10	A	Social Work	Yes
10	M	1970s	10	A	Computer Science	Yes
11	M	1960s	19	L	Computer Science	Yes
12	M	1970s	1	A	Pedagogy	Yes
13	M	1940s	30	L	Computer Science	Yes
14	M	1950s	9	A	Computer Science	Yes
15	F	1950s	23	A	Higher Education	Yes
16	M	1950s	31	P	Economy	No
17	M	1950s	15	A	Sport sciences	No
18	M	1950s	30	P	Pedagogy	No
19	F	1970s	8	D	Sport sciences	Yes
20	M	1970s	20	L	Political science	Yes
21	F	1960s	34	P	Pedagogy	Yes
22	F	1950s	17	L	Psychology	No

Note: G: Gender; F: female; M: male. HE: Years of higher education teaching experience. D: Doctoral student; A: Adjunct (without PhD); L: Lecturer (with PhD); P: Professor. t²: participation at while-pandemic data collection activity.

Table 2. Factor loadings for t¹ and t². Participants sorted according to loadings and viewpoints in t¹.

	pre-pandemic (t^1)				while-pandemic (t^2)
Sort	V1-1	V1-2	V1-3	V1-4	V2-1	V2-2
17	0,7879*	−0,0031	−0,099	0,1497	Not participated
14	0,6883*	0,3449	0,2168	0,297	−0,0149	0,4663*
10	0,5914*	0,2806	0,2404	0,2326	0,5726*	0,2387
15	0,4743*	0,1766	−0,3561	0,405	0,6231*	0,026
9	0,4295*	0,3932	0,307	0,2761	0,5656*	0,0752
12	0,0992	0,8753*	0,079	0,159	0,3731	0,5364*
3	0,1625	0,8268*	0,1385	−0,0663	0,6075*	0,3237
4	−0,0254	0,7611*	−0,0661	0,2081	0,4848*	0,4067
5	0,3105	0,6773*	−0,1484	0,2828	0,3975	0,5185*
16	−0,2782	0,4233*	0,3541	0,0672	Not participated
1	0,0381	0,0853	0,7615*	0,2514	0,8235*	−0,1163
6	0,1751	−0,1222	0,7192*	−0,2933	Not participated
2	−0,0192	0,0759	0,5743*	0,1432	0,3632	0,192
20	0,0589	0,0881	−0,0553	0,8409*	0,4445	0,5902
18	0,0225	0,2124	0,1617	0,7213*	Not participated
8	0,2726	−0,0718	0,4029	0,5962*	0,5748*	0,3035
13	0,2214	0,1337	0,1526	0,4961*	0,1617	0,555*
11	0,4738	−0,2015	0,3247	0,4962	0,0802	0,2809
19	0,244	0,2486	0,5861	0,4619	0,59*	0,1173
7	0,0553	0,4366	−0,0211	0,7197	Not participated
22	−0,1669	0,4601	0,1231	0,4767	Not participated
21	−0,6942	0,0836	−0,0665	0,2512	−0,0323	0,4094*

Note: Bold numbers denote significant loadings at .42. * shows flagged sorts for the respective viewpoints.

Table 3. Factor score ranks for each item ordered according to consensus and disagreement in t¹.

		pre-pandemic (t^1)						while-pandemic (t^2)
Item	Statement	Z-Score variance t^1	V1-1	V1-2	V1-3	V1-4	C	V2-1	V2-2	C
30	Lectures are used to achieve equal opportunities	0,048	1	0	1	0	C*	2	−1
21	Higher education teaching and learning is nearly paper-free	0,051	−5	−5	−5	−5	C	−5	−2
19	Students are encouraged to navigate in and across different languages while learning	0,054	−3	−1	−2	−2	C*	−4	1
17	Technology-enhanced on-campus learning environments are implemented	0,084	−2	1	0	−1	C	−2	−1	C*
13	Students are prepared to be effective communicators	0,123	2	0	1	1		2	−2
33	Quests to accomplish specific goals in a game-based learning environment are provided	0,131	−2	−4	−5	−5		−5	−4	C*
9	Collaborative learning arrangements for students are created	0,161	3	1	2	3		−1	2
2	Students’ learning experience is improved by supervising them in a supportive way	0,216	4	0	3	2		1	2	C*
18	Multiple channels to process and navigate information are used	0,223	−1	2	0	−1		−2	3
23	Students’ self-consciousness is fostered	0,286	1	−3	−1	−3		0	0	C*
25	The physical learning environment allows flexible teaching and learning	0,306	0	3	3	−1		−1	0	C*
35	Students are mainly assessed in a formative manner	0,308	1	−2	−4	−1		−3	−5	C*
15	Opportunities for students to go on expeditions and engagement in in-depth study of topics are given	0,309	−1	−3	−1	1		−1	−2	C*
1	Students’ critical thinking skills are improved	0,317	5	5	3	5		5	5	C*
26	English as a medium of instruction is used whenever possible to prepare students for an international market	0,334	−3	0	1	−2		−4	−1
11	Students are taught to be supportive leaders in collaborative learning settings	0,361	0	−1	−1	3		0	−3
4	Students are prepared for lifelong learning by focusing on learning strategies	0,397	−1	4	2	1		2	1	C*
3	Students are taught to be good networkers	0,417	0	−2	−3	2		−2	0
6	Students’ capability to understand information is stimulated	0,461	2	3	−2	3		4	3	C*
7	Students are given opportunities to study part-time in order to work and/or fulfill family commitments	0,479	−4	−4	1	0		−3	−5
10	Students’ capability to self-start learning is fostered	0,52	−1	4	1	0		1	3	C
24	Possibilities for students to access teaching from distance are created	0,524	−3	1	2	1		1	2	C*
14	Students’ ability to complete work in an appropriate amount of time is promoted	0,547	−1	2	−4	−2		−2	1
27	Opportunities for students to make their own decisions while learning are provided	0,561	3	2	2	−3		2	0
37	Videos of lectures to be watch as homework before class are created (flipped classroom)	0,587	−2	1	−2	−4		0	2
22	Students are taught to identify the fitting sources of information	0,688	−2	3	−2	0		0	5
16	Students are taught to separate fact from fiction	0,714	1	5	0	2		5	1
34	A gender responsive pedagogy is applied	0,755	2	−3	−3	1		−1	−2	C*
8	Opportunities for students to study abroad are provided	0,772	−5	−2	−1	2		−3	−1
31	Students are presented multiple perspectives and approaches, because teachers work in teams	0,776	3	1	−3	4		3	−1
36	Students learn through the experience of solving a problem found in trigger material, while teachers support and guide	0,784	5	2	−1	0		1	4
20	Students are engaged in hands-on learning settings allowing physical experience, such as e.g., role plays and debates	0,812	4	−1	0	−2		1	0	C*
5	Students are allowed to be creative and think outside the box	0,958	1	0	0	5		3	4	C*
32	Learning environments are inclusive in any possible way	1,156	0	−2	5	4		4	1
29	A safe learning environment for all students is created	1,338	2	−1	4	−3		3	−3
12	Students’ mental health is monitored to avoid drop-outs	1,435	−4	−1	4	−4		0	−4
28	Every student's individual needs are acknowledged and met	2,352	0	−5	5	−1		−1	−3

Note: Distinguishing items in t¹ are highlighted in bold. C: Consensus item at p < 0.01; C*: Consensus item at p < 0.05.