The global Covid 19-pandemic led to many challenges for higher education (HE) teachers but at the same time provided an opportunity to not only re-evaluate a previously unquestioned teaching culture, but to point to the need to fundamentally question the capabilities of HE institutions and teachers to implement digitally supported education at the organizational, teaching, and learning levels. In this study, we analyzed data from 1,339 HE teachers’ conclusions for post pandemic teaching in the light of instructional course quality. Our findings shed light on HE teachers’ mindsets toward traditional face-to-face and online teaching as well as (im)probable changes in academic teaching culture. Our results offer a “bottom up”- basis for recommendations of how institutions may support their faculty for digital transformations in HE, based on teachers’ expertise and perceptions of the advantages and hindrances of HE online teaching.
|Admission procedure||Open to all|
|Entry requirements note||none|
|Type of credential||None|
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