Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts

Figures & data

Table 1. Respondents’ online teaching experience and subject area.

ID	Online teaching experience (years)	Subject area
P1	11	Electrical engineering
P2	6	Electrical engineering
P3	6	Ecology
P4	4	Civil engineering
P5	14	Software engineering
P6	2	Material management
P7	6	Production management
P8	13	Software engineering
P9	4	Mechanical engineering
P10	3	Quality processes
P11	13	Software engineering
P12	3	Mechanical design
P13	4	Mechanical design
P14	10	Logistics
P15	10	Software engineering

Table 2. Main themes and sub-themes in respondents’ descriptions of teaching online and teaching on campus.

Main themes	Sub-themes
The changing nature of the digital context	Technology development
	Student influence on digital context
	Teacher influence on digital context
	Digital teaching-learning platform and addition of external interaction tools
Student-teacher interaction	One-on-one/group communication
	Close/anonymous student-teacher relationship
	Class size
	Time invested in teaching the course

Table 3. Variance in teachers’ perceptions of student-teacher relationship (Column 1) viewed in light of four aspects: class size (Column 2), time invested (Column 3), type of communication (Column 4), prioritised teaching-learning activities (Column 5).

ID	Column 1	Column 2	Column 3	Column 4	Column 5
	Student-teacher relationship	Class size	Time invested	Shift to one-on-one communication	Prioritised teaching-learning activities
P1	Closer	25	Same	●	Social interaction
P2	Closer	80	More	●	Social interaction
P6	Closer	20	Same	●	Social interaction
P7	Closer	50–100	Same	●	Social interaction
P8	Closer	100	More	●	Social interaction
P10	Closer	70	More	●	Social interaction
P11	Closer	30–100	Same	●	Social interaction
P13	Closer	20	Same	●	Social interaction
P5	More anonymous	10	Same	●	Student-subject interaction
P9	More anonymous	20	Same	●	Student-subject interaction
P12	More anonymous	60	Same	●	Student-subject interaction
P14	More anonymous	100	Less	●	Student-subject interaction
P15	More anonymous	100	More	●	Student-subject interaction