Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format

Abstract

As a result of the novel coronavirus (COVID-19) pandemic, many universities were required to make quick decisions to accommodate social distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or cancelled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face to face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching. Whereas, other novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwest Masters level university, examines the perceptions of faculty (n=158) regarding the quick adoption of their courses to an online medium during the Spring 2020 semester. The web-based survey instrument consists of two sections. Section I had 10 demographic questions, section II had 28 statements with a seven-point Likert-type scale measurement that ranged from 1 (strongly disagree) to 7 (strongly agree). Section II assessed perceptions and attitudes about the quick transition to online, and comparison of students’ engagement for the courses during the spring semester face-to-face vs the online format during COVID-19, and professors’ level of satisfaction with the transition. The data was analyzed using frequency, mean and ANCOVA with SPSS version 23. Findings revealed that generally faculty felt that course quality remained the same, that students’ engagement and performance declined during the pandemic and satisfaction levels with the transition were low.

The use of online tools: Examining the changing attitudes of academic staff towards their use in the classroom as a consequence of the COVID-19 pandemic

“…All of these factors could contribute to a negative perception of using online tools during the pandemic, but, perhaps if given time and proper training, confidence might increase and a willingness to use online tools be seen to grow (Jisc, 2021a;Recker et al, 2007;Wali & Popal, 2020). As Kerr-Sims & Baker (2021) have noted: 'the development of online courses in higher education does not just happen overnight ' (p. 347).…”

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

“…Depending on the college or university, nursing classes can start in the first, second or third (junior) year; however, core nursing courses and the clinical nursing components are taught mostly in the last two years of the nursing program [62]. For core nursing courses taught in traditional classroom settings, faculty members had to rapidly learn new technologies to enable them to transition effectively and teach their content areas [63]. Faculty members received multiple virtual training workshops on how to teach using the customizable collaborative platform.…”

“…The fast-tracked training was executed by faculty members over a 2-week period during which faculty members were expected to be prepared to teach the second half of the semester virtually in Spring 2020. The faculty did not neglect to reach out for technical and technological support, training and mentoring in 2020, proving useful in 2021 when mitigations continued to stay in place in various places around the world [63,65]. Nonetheless, the fast transition was perceived to be overwhelming by students and faculty members [66].…”

Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic

“…Klasen et al [ 4 ] adds that the dramatic shift in student engagement was due to students assuming multidimensional roles to succeed, given the pandemic’s psychological and educational challenges, such as increased cognitive load and learning responsibility. In their research of 158 faculty members, Kerr-Sims and Baker [ 10 ] found that faculty reported declining student engagement and performance during the pandemic.…”