Výzva, nebo nemožná mise? Tranzice k online výuce v době pandemie covid-19 očima vysokoškolských učitelů

[1] Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers' information and communication technology competences: A structural approach. Computers & Education, 100, 110–125. https://doi.org/10.1016/j.compedu.2016.05.002 | DOI 10.1016/j.compedu.2016.05.002

[2] Bain, K. (2004). What the best college teachers do. Harvard University Press.

[3] Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1–6. https://doi.org/10.5281/zenodo.3778083 | DOI 10.5281/zenodo.3778083

[4] Cameron-Standerford, A., Menard K., Edge C., Bergh B., Shayter A., Smith K., & VandenAvond L. (2020). The phenomenon of moving to online/distance delivery as a result of COVID-19: Exploring initial perceptions of Higher Education Faculty at a Rural Midwestern University. Frontiers in Education, 5, 1–11. https://doi.org/10.3389/feduc.2020.583881 | DOI 10.3389/feduc.2020.583881

[5] Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523–541. https://doi.org/10.1080/02619768.2020.1815702 | DOI 10.1080/02619768.2020.1815702

[6] Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111–124. https://doi.org/10.1080/07294360903244398 | DOI 10.1080/07294360903244398

[7] Downing, J., & Dyment, J. E. (2013). Teacher educators' readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study. Teacher Educator, 48(2), 96–109. https://doi.org/10.1080/08878730.2012.760023 | DOI 10.1080/08878730.2012.760023

[8] Duschinská, K., & High, R. (2020). Reflexe nouzové výuky: distanční přednášky předmětu základy didaktiky. Pedagogická orientace, 30(2), 266–281. https://doi.org/10.5817/PedOr2020-2-266 | DOI 10.5817/PedOr2020-2-266

[9] Englund, C., Olofsson A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87. https://doi.org/10.1080/07294360.2016.1171300 | DOI 10.1080/07294360.2016.1171300

[10] Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683 | DOI 10.1007/BF02504683

[11] Ertmer, P. A., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives & M. Gill (Eds.), International handbook of research on teacher beliefs (pp. 403–418). Routledge, Taylor & Francis.

[12] Fritzová, M. (2020). Kvalita distanční výuky na katedrách a ústavech historie v době covid-19. Pedagogická orientace, 30(2), 255–265. https://doi.org/10.5817/PedOr2020-2-255 | DOI 10.5817/PedOr2020-2-255

[13] Galbraith, C. S., & Merril, G. B. (2012). Faculty research productivity and standardized student learning outcomes in a university teaching environment: A Bayesian analysis of relationships. Studies in Higher Education, 37(4), 469–480. https://doi.org/10.1080/03075079.2010.523782 | DOI 10.1080/03075079.2010.523782

[14] Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. The Journal of Higher Education, 72(6), 699–729. https://doi.org/10.2307/2672900 | DOI 10.2307/2672900

[15] Heinonen, K., Jääskelä, P., Häkkinen, P., Isomäki, H., & Hämäläinen, R. (2019). University teachers as developers of technology-enhanced teaching—Do beliefs matter? Journal of Research on Technology in Education, 51(2), 135–151. https://doi.org/10.1080/15391523.2018.1564894 | DOI 10.1080/15391523.2018.1564894

[16] Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education. Journal of Research on Technology in Education, 49(3–4), 198–211. https://doi.org/10.1080/15391523.2017.1343691 | DOI 10.1080/15391523.2017.1343691

[17] Kember, D., & Kwan, K. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5), 469–490. https://doi.org/10.1023/A:1026569608656 | DOI 10.1023/A:1026569608656

[18] Koubek, P. (2018). Portrét myšlení a jednání učitelek občanské výchovy: Vícečetná případová studie subjektivních teorií učitelek o didaktické transformaci. Pedagogika, 68(2), 130–154. https://doi.org/10.14712/23362189.2017.1014 | DOI 10.14712/23362189.2017.1014

[19] Krátká, J., & Zemanová, L. (2020). Distanční výuka na druhou. Pedagogická orientace, 30(2), 249–254. https://doi.org/10.5817/PedOr2020-2-249 | DOI 10.5817/PedOr2020-2-249

[20] Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics' adoption of learning technologies: A systematic review. Computers and Education, 151, 1–19. https://doi.org/10.1016/j.compedu.2020.103857 | DOI 10.1016/j.compedu.2020.103857

[21] Lowman, J. (1995). Mastering the techniques of teaching. Jossey-Bass.

[22] Mägi, E., & Beerkens, M. (2015). Linking research and teaching: Are research-active staff members different teachers? Higher Education, 72(4), 1–18. https://doi.org/10.1007/s10734-015-9951-1 | DOI 10.1007/s10734-015-9951-1

[23] Marek, K. (2009). Learning to teach online: Creating a culture of support for faculty. Journal of Education for Library and Information Science, 50(4), 275–292. https://www.jstor.org/stable/40732589?seq=1#metadata_info_tab_contents

[24] Marek, M. W., Chew, C. S., & Wu, W.-C. V. (2021). Teacher experiences in converting classes to distance learning in the covid-19 pandemic. International Journal of Distance Education Technologies, 19(1), 89–109. https://doi.org/10.4018/IJDET.20210101.oa3 | DOI 10.4018/IJDET.20210101.oa3

[25] Mareš, J., Slavík, J., Svatoš, T., & Švec, V. (1996). Učitelovo pojetí výuky. Masarykova univerzita.

[26] McQuiggan, C. (2007). The role of faculty development in online teaching's potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, 10(3). http://www.westga.edu/~distance/ojdla/fall103/mcquiggan103.htm

[27] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x | DOI 10.1111/j.1467-9620.2006.00684.x

[28] Naylor, D., & Nyanjom, J. (2020). Educators' emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2020.1811645 | DOI 10.1080/07294360.2020.1811645

[29] Podolská, V. (2021). Studium v době koronavirové krize očima vysokoškolských studentů. [Bakalářská diplomová práce, ÚPV FF MU]. Archiv závěrečných prací MUNI. https://is.muni.cz/auth/th/qw1xn/

[30] Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762. https://doi.org/10.1111/bjet.12269 | DOI 10.1111/bjet.12269

[31] Ramlo, S. (2021). The coronavirus and higher education: Faculty viewpoints about universities moving online during a worldwide pandemic. Innovative Higher Education, 46, 1–19. https://doi.org/10.1007/s10755-020-09532-8 | DOI 10.1007/s10755-020-09532-8

[32] Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118, 1–16. https://doi.org/10.1016/j.chb.2020.106675 | DOI 10.1016/j.chb.2020.106675

[33] Schneckenberg. D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411–424. https://doi.org/10.1080/00131880903354741 | DOI 10.1080/00131880903354741

[34] Strauss, A., & Corbinová, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Albert.

[35] Šeďová, K., Švaříček, R., Sedláčková, J., Čejková, I., Šmardová, A., Novotný, P., & Zounek, J. (2016). Pojetí výuky a profesní identita začínajících vysokoškolských učitelů. Studia paedagogica, 21(1), 9–34. http://dx.doi.org/10.5817/SP2016-1-2 | DOI 10.5817/SP2016-1-2

[36] Švaříček, R., & Šeďová, K. (2007). Kvalitativní výzkum v pedagogických vědách. Portál.

[37] Trigwell, K. (2005). Teaching-research relations, cross-disciplinary collegiality and student learning. Higher Education, 49(3), 235–254. https://doi.org/10.1007/s10734-004-6665-1 | DOI 10.1007/s10734-004-6665-1

[38] Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275–284. https://doi.org/10.1080/03075079612331381211 | DOI 10.1080/03075079612331381211

[39] Weber, M. (2009). Metodologie, sociologie a politika. Oikoymenh.