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“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

Schwab, Carolin ; Frenzel, Anne C ; Daumiller, Martin ; Dresel, Markus ; Dickhäuser, Oliver ; Janke, Stefan ; Marx, Anton K. G Luo, Heng

PloS one, 2022-10, Vol.17 (10), p.e0272738-e0272738 [Periódico revisado por pares]

San Francisco: Public Library of Science

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Título:
“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis
Autor: Schwab, Carolin ; Frenzel, Anne C ; Daumiller, Martin ; Dresel, Markus ; Dickhäuser, Oliver ; Janke, Stefan ; Marx, Anton K. G
Luo, Heng
Assuntos: Anxiety ; Autonomy ; Biology and Life Sciences ; Boredom ; CAI ; Computer assisted instruction ; Coronaviruses ; COVID-19 ; Curricula ; Education ; Emotions ; Epidemics ; Germany ; Health aspects ; Higher education ; Higher education institutions ; Independent study ; Medicine and Health Sciences ; Methods ; Online education ; Online instruction ; Pandemics ; Pedagogy ; Psychological factors ; Research and Analysis Methods ; Social aspects ; Social factors ; Social interactions ; Social Sciences ; Students ; Teachers ; Teaching methods
É parte de: PloS one, 2022-10, Vol.17 (10), p.e0272738-e0272738
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Competing Interests: The authors have declared that no competing interests exist.
Descrição: As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching online during the COVID-19 pandemic, adopting a self-determination theory framework. The data reported here stem from a study conducted before the pandemic (Sample 1, n = 101) and which repeated-measures survey design we replicated to collect corresponding data during the pandemic (Sample 2, n = 71). Results showed that faculty teaching online during the pandemic reported impaired satisfaction of all three basic needs, that is reduced autonomy, competence, and especially relatedness, as well as impaired subjective well-being (clearly reduced enjoyment and reduced teaching satisfaction; increased anger and a tendency towards more shame) compared to faculty teaching face-to-face before the pandemic. Yet pride, anxiety, and boredom were experienced to a similar extent across both samples. The effects of the teaching format on the different aspects of subjective well-being were overall mediated in self-determination-theory-congruent ways by the satisfaction of the basic needs for autonomy, competence, and relatedness. We conclude for a post-pandemic future that online teaching will supplement rather than replace face-to-face teaching in higher education institutions, as their importance for building relationships and satisfying social interactions not only for students but also for faculty seem to have been underestimated so far.
Editor: San Francisco: Public Library of Science
Idioma: Inglês

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“I’m tired of black boxes!”: A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

Schwab, Carolin ; Frenzel, Anne C ; Daumiller, Martin ; Dresel, Markus ; Dickhäuser, Oliver ; Janke, Stefan ; Marx, Anton K. G Luo, Heng

San Francisco: Public Library of Science

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