The COVID-19 pandemic radically transformed the educational landscape, compelling higher education institutions to adopt emergency remote teaching methods.
This abrupt shift posed significant challenges for both educators and students, who had to swiftly adapt to new forms of interaction and learning mediated by digital technologies.
In this context, the study conducted by Carmen Ricardo and Camilo Vieira from Universidad del Norte in Colombia focuses on analysing how the remote teaching experience during the pandemic influenced instructors' beliefs and conceptions about online education.
The article explores variations in instructors' technological-pedagogical self-efficacy, their attitude towards reflective practice, perceptions of institutional support, and their conceptions of online teaching and assessment. Using a pretest-posttest design, the authors assessed changes in these constructs before and after an academic semester conducted remotely.
The findings suggest that while instructors increased their technological self-efficacy, their perception of institutional support decreased, reflecting the tensions and challenges faced during the abrupt transition.
The study highlights the importance of understanding the effects of remote teaching on instructional practices and the need for ongoing institutional support to improve the quality of online education.
The results provide valuable insights for designing pedagogical and training strategies that strengthen digital competencies and self-efficacy among instructors, thereby fostering a more resilient and adaptive higher education system in the face of future emergencies.
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How to cite: Ricardo, C., & Vieira, C. (2023). Higher Education Instructors’ Beliefs and Conceptions about Remote Education during COVID-19. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 17–37. https://doi.org/10.5944/ried.26.1.33966
