Purpose

This study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE).

Design/methodology/approach

A validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses.

Findings

The highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables.

Research limitations/implications

The results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours.

Practical implications

This current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training.

Originality/value

Perceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE.

中文翻译：

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在危机期间检查教师的在线教学能力：一个学期

目的

本研究旨在调查教师对砂拉越高等教育（HE）在线教学能力和准备情况的看法。

设计/方法/方法

一种经过验证的工具，即在线教学的教师准备就绪（Martin等人，2019 年），已分发给马来西亚砂拉越的四所主要高等教育机构，得到 174 份回复。

发现

四所高校的最高评价能力是课程沟通和课程设计。其次是时间管理和技术能力。MANOVA 结果显示人口统计学变量没有显着差异。

研究限制/影响

必须根据其普遍性的一些局限性来看待本研究的结果。首先，小样本量并不能完全代表所有目标人群。其次，该研究没有提供定性研究数据，尤其是关于教师如何看待他们的能力与他们的能力和在线教学行为相关的研究数据。

实际影响

目前的这项研究表明，所有参与者都认识到需要提高他们的在线教学能力。由于获得和掌握这些能力可能需要时间和支持，这意味着向在线教学的过渡需要高级教师培训和支持，无论是通过专业发展计划还是在职培训。

原创性/价值

在线教学能力的重要性在所有四所机构中都排名靠前。这种理解可以帮助 HE 超越紧急在线实践，提供数据驱动的方法，以更好地支持和提高 HE 的协调性、弹性和适应性。