Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic
Online teaching, quality of online education, effective online education, online instructional methods, online assessment methods
In this paper, we investigate the impact of the abrupt switch to online teaching whichoccurred in 2020 due to the COVID-19 pandemic. By using responses from 362 professorsand students from 13 European countries, we find that universities and students were veryquick to adapt to the new changes and that a mix of synchronous and asynchronousinteraction and assessment methods are currently employed. However, this mix is quitelimited relative to what is usually subsumed into online learning tools, and is indicative ofpassive delivery and reduced interaction. Our respondents estimate that most onlineinteraction and assessment methods will continue to be used after the return to face-to-faceeducation. Our respondents also view the switch to online teaching to have an overallmoderate positive impact on the educational process, albeit the overall effectiveness of theonline educational experience is perceived to be lower than in the case of face-to-faceteaching. Moreover, we find that the institutional support, the trust in the online system andthe perceived effectiveness of formative assessment are factors that are positivelyassociated with the impact and effectiveness of online education
Nadia Albu, Cătălin Nicolae Albu, Cristina Venera Tartavulea, Ramona Iulia Dieaconescu, Silvia Petre
Academy of Economic Studies of Bucharest