Background: The emergence of the COVID-19 virus has generated one of the largest global disruptions of education systems. Purpose: The purpose of this study is to better understand the impact of educational emergency situation on the pedagogical practices of university teachers, analyzing the areas of resistance to the implementation of digital environments to teaching. Methodology/Approach: The research followed a mixed methods approach, combining qualitative and quantitative components. It places special emphasis on the qualitative components of the research. Results/Conclusions: The study identified two dimensions in the disposition to genuine pedagogical change in university teachers: One is their level of digital literacy before the crisis; the second is his pedagogical conception of teaching. In this work the model of acceptance of technologies developed by Venkatesh and colleagues (UTAUT Model) is analyzed, and is enriched with a typology of acceptance of pedagogical change (TACP) that allows the researchers to understand the situation and act accordingly. Implications: This model can be applied to different crisis situations and can be useful for the training and development of university teachers in the field of digital literacy, taking into account the limitations indicated at the end of the work.
Bibliographical noteFunding Information:
Los autores agradecen la colaboración de las autoridades de la Universidad Hebrea por haber facilitado el acceso a los docentes de toda la casa de estudios; a todos los docentes que gentilmente accedieron a completar los cuestionarios suministrados y en forma especial a todos aquellos que gentilmente han accedido a participar de las entrevistas en profundidad, atendiendo a las normas éticas y de confidencialidad.
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- Digital Literacy
- Emergency Remote Teaching
- Online Teaching
- University Teaching