How did the transition toward virtual education change lecturers’ appraisal forms?

This study explores the change in expectations for institutional lecturers during the transition to virtual education before and during the COVID-19 pandemic. Our goal is to examine how the criteria used to evaluate lecturers’ performance, as operationalized in student evaluations of teaching (SET), both reflect and shape lecturer roles during the shift to virtual education. The research relies on analysis of feedback forms, including an examination of teaching committee protocols, interviews with academic managers holding positions in teaching centers, and program and department heads. The findings indicate that the role of lecturers expanded broadly, including increased responsibilities towards students and the integration of digital technology into teaching. The discussion draws on Herbert Simon's 'Satisficing' theory and Charles Lindblom's 'Incrementalism' theory to interpret the approach of academic institutions toward the evolving role of lecturers in virtual education. This study contributes to the definition of effective teaching standards and high-quality education and helps institutions to customize their lecturer training for the digital age.