Impact of the technological implications of teleworking on higher education teaching staff

Abstract

Although the concept of teleworking has existed for more than 30 years, it was in 2020 when it experienced its greatest boom, when an unprecedented and virtually unplanned social experiment forced millions of people to work from home due to a global pandemic. In the case of higher education, face-to-face teaching became online in a matter of weeks, without having been so designed neither in terms of the training activities nor the teaching methodologies nor evaluation systems, with virtually no training for teachers and with unsuitable infrastructures. In this context, our study, based on the C.I.S. survey Trends in the Digital Society During the COVID-19 Pandemic, conducted in March 2021, tries to analyse the perception of telework for 474 university teachers in relation not only to the technological resources available, but also to the digital skills of teachers; concluding that they see it as positive for business, employees, family life and society.