Henningsen, Mary Lynn
M.A. (Master of Arts)
Department of Communication
The goal of this investigation was to examine how college and university instructors’ teaching self-efficacy and self-disclosures have been influenced by the switch in teaching modality from face-to-face to online due to the pandemic. This study found that experience designing online courses influences instructors online teaching self-efficacy (i.e., virtual interactions self-efficacy, course content mitigation self-efficacy, and general online teaching self-efficacy). Instructors that were required to teach online during the pandemic reported greater levels of three constructs of online teaching self-efficacy if they had taken professional development prior to the pandemic but taking professional development after the pandemic was not associated with online teaching self-efficacy. In comparing face-to-face and online teaching, instructors reported significantly greater teaching self-efficacy, greater closeness with their students, more depth of self-disclosure to their students, and more breadth of self-disclosure to their students, when teaching in face-to-face classes as compared to teaching in online classes. Instructors’ strategic self-disclosures did not vary from face-to-face and online classes and was not influenced by online teaching self-efficacy.
Chiasson, Rebekah Melanie, "COVID-19 Effects on instructor Behavior: Instructor Self-Efficacy and Self-Disclosures Through Communication Privacy Management Theory" (2021). Graduate Research Theses & Dissertations. 6917.
Northern Illinois University
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