Digital Teaching Competence and lecturers Self-Efficacy in Online Classes: Insights from Public Universities in Uganda
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of the National Council for Higher Education
Abstract
The COVID-19 pandemic which resulted in the lockdown of educational
institutions hastened the adoption of online classes. However, especially in
public universities in Uganda, online teaching and learning was received
with mixed feelings by students and some lecturers. Nevertheless, it is
incontestable that the COVID-19 pandemic ushered in many different
ways of doing things, such as compulsory online teaching and learning.
This study seeks to obtain insights into the digital teaching competences
of lecturers and their self-efficacy in online classes. Specifically, the study
examined the relationship between lecturers’ course design, technical, course
communication and time management competences with their self-efficacy
in online classes in terms of instructional methods, student management
and student engagement. This correlational study involved a sample of
327 academic staff from four public universities. Data was collected using a
self-administered questionnaire and analysed quantitatively. Data analysis
involved structural equation modelling using partial least square structural
equation modelling (PLS-SEM). The results revealed that course design,
course communication and time management competences had a positive
and significant influence on lecturers’ self-efficacy in online classes. However,
digital technical competence had a positive but insignificant influence on
lecturers’ self-efficacy in online classes. The conclusions of the study are
to the effect that the capacity to design online courses is imperative for
lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management
competence is vital for lecturers’ self-efficacy in online classes. However,
digital technical competence is not very imperative for lecturers’ selfefficacy
in online classes. The study recommends that university managers
should develop lecturers’ capacity to design online courses, develop their
online course communication competence, and sensitise lecturers about the
importance of time management in teaching online classes. Nonetheless,
university managers should not over emphasise digital technical competence
of lecturers.
Description
Keywords
Communication, Competence, Digital, Online Classrooms, Self- Efficacy, Time Management
Citation
KASULE, G. W., MUGIZI, W., & RWOTHUMIO, J. (2023). Digital Teaching Competence and Lecturers Self-Efficacy in Online Classes: Insights from Public Universities in Uganda. Journal of the National Council for Higher Education Vol, 10(2), 26. https://doi.org/10.58653/nche.v10i2.02