Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education
Abstract
The COVID-19 pandemic forced higher education institutions in South Korea to administer
Spring 2020 semesters online. This mixed-methods study examined instructor/professor
competence for the instructional delivery formats of Face-to-Face and online teaching.
Quantitatively, the researcher measured teacher competence for Face-to-Face and online
instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors
in South Korean higher education institutions. The qualitative questions assessed the
advantages and drawbacks of each instructional delivery format. Findings indicate that
instructors/professors are significantly more effective teaching Face-to-Face courses than
online courses. However, instructors/professors with online learning experience were
significantly more effective teaching online courses than those without online learning
experience. It is recommended that all instructors/professors engage in professional
development geared towards equipping educators with the tools needed to succeed in the online
education environment