Emergency Move to Remote Teaching: A Mixed-Method Approach to Understand Faculty Perceptions and Instructional Practices

Training, comfort, and perceived effectiveness: Lessons from the pandemic

“…In‐house training provided by CTLs can serve to increase a faculty member's teaching effectiveness and perception of teaching effectiveness not only by educating and training faculty in best practices, but also by making the faculty member comfortable and confident in online teaching through gaining experience with various technological tools (Bélanger et al., 2011; Brinkley‐Etzkorn & Schumann, 2015). Research has found that the extent to which faculty find remote teaching easy or satisfying is closely aligned with their level of comfort with online teaching (e.g., Lee et al., 2021). Logically, faculty with limited experience with online technologies and teaching need greater intervention, increasing comfort levels until they are confident delivering instruction remotely (Lee et al., 2021).…”

“…Research has found that the extent to which faculty find remote teaching easy or satisfying is closely aligned with their level of comfort with online teaching (e.g., Lee et al., 2021). Logically, faculty with limited experience with online technologies and teaching need greater intervention, increasing comfort levels until they are confident delivering instruction remotely (Lee et al., 2021). Faculty must develop competency with multiple online platform tools including document sharing, lecture creation, discussions, announcements, messages, assignments, formative and summative assessments, etc., to enhance course delivery and the overall online learning experience.…”

“…We also evaluate the relationship between formal training in online teaching and perceptions of general stress, including key challenges during the ETOL. Prior research has found a positive relationship between training in online teaching and perceived effectiveness (Kummitha et al, 2021;Lach et al, 2021) as well as a positive relationship between training in online teaching and perceived comfort (Bélanger et al, 2011;Brinkley-Etzkorn & Schumann, 2015;Lee et al, 2021;Stickney et al, 2019). Prior research has also found a positive relationship between perceived comfort and perceived effectiveness (Marbach-Ad et al, 2013;Nadler et al, 2012;Stickney et al, 2019).…”

The COVID crisis impact on open education in the field of healthcare management

“…Therefore, online learning environment was not circumstantial in their case, compared to the rest higher educational institutions. In other words, Open Universities did not recourse to emergency remote teaching (ERT); rather they continued applying their already designed programs (Lee, Soleimani & Harmon, 2021 ).…”