Resilient pedagogy: experiences of kinesiology faculty during COVID-19

Abstract

The COVID-19 pandemic required a rapid shift to emergency remote teaching. Despite the limited previous experience of kinesiology faculty with online or hybrid teaching, our sample (N = 112) had high confidence in their ability to deliver quality educational experiences for their students during the pandemic. Confidence was not linked to having taught online previously or years teaching in higher education. With support from their institutions, technology departments, and teaching and learning centers, faculty developed new skills and organizational strategies. To achieve this, 81% of faculty reported needing extra course preparation time to deliver high-quality remote teaching, with only 19% reporting no extra time and 51% needing up to 5 extra hours per week per course. About one-third of faculty are excited about the prospect of teaching online in the future. These newfound online teaching skills can be leveraged to modernize course offerings in kinesiology departments, supporting student recruitment, retention, and success.