Emergency remote instruction versus face-to-face instruction: precursors and outcomes of online teaching self-efficacy during COVID-19

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.

KEYWORDS:

• Online teaching self-efficacy
• instructor self-disclosure
• emergency remote instruction
• professional development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rebekah M. Chiasson

Rebekah M. Chiasson (M.A., Northern Illinois University) is a doctoral student in the Department of Communication Studies at West Virginia University. Her research interests lie in the fields of interpersonal and instructional communication.

Mary Lynn Miller Henningsen

Mary Lynn Miller Henningsen (Ph.D., University of Wisconsin) is a professor in the Department of Communication at Northern Illinois University. Her research interests include social influence, instructional communication, and group decision-making.