Nudge or not, university teachers have mixed feelings about online teaching

Sanchayan Banerjee (), Beatriz Jambrina-Canseco, Benjamin Brundu-Gonzalez, Claire Gordon and Jenni Carr
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Sanchayan Banerjee: Vrije Universiteit Amsterdam
Beatriz Jambrina-Canseco: London School of Economics and Political Science
Benjamin Brundu-Gonzalez: London School of Economics and Political Science
Claire Gordon: London School of Economics and Political Science
Jenni Carr: London School of Economics and Political Science

Palgrave Communications, 2023, vol. 10, issue 1, 1-10

Abstract: Abstract We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample (ntreat = 142, ncontrol = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of edunudges in improving the uptake of online teaching tools.

Date: 2023
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DOI: 10.1057/s41599-023-01691-1

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