Transitioning to Teaching Online During the COVID-19 Pandemic

Abstract

Background During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format. Purpose The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic. Methods A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic. Results Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources. Conclusion Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online.

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

“…Hockberger [ 29 ] and Dubosh [ 30 ] state that life in academics is working to adapt and adapting to improve. So teachers are willing to use both new and existing resources and methodologies to achieve their teaching goals and engage students through online teaching [ 31 , 32 ]. In addition, faculty members are actively engaged in updating their knowledge on distance education [ 33 ], keeping mental activeness among students [ 34 ], and writing research papers.…”

“…It has taken a lot of effort to maintain (or even improve) academic achievement and student satisfaction [ 35 , 36 ]. The workload and the stress endured has been much greater than in the face-to-face classes, as Wilson et al [ 32 ] report.…”

Virtual World Café Method for Identifying Mental Health Research Priorities: Methodological Case Study

“…The COVID-19 pandemic has seen dramatic global increase in the use of technology to facilitate many processes that usually involve face-to-face communication. This includes a range of activities, such as teaching [ 6 ], and the provision of medical treatment, ranging from services for neurology [ 7 ] and psychology [ 8 , 9 ] to midwifery and occupational therapy [ 10 ], physiotherapy [ 11 ], and yoga classes [ 12 ]. Research has also been forced to move online so as not to lose momentum, but evidence is emerging that this presents new challenges, as switching to remote data collection is not always seamless and can be difficult for participants [ 13 , 14 ].…”

Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education

“…However, COVID-19 imposed an unprecedented urgency on academic institutions to pivot to online instruction without any lead time to plan and train instructors. Developing technology-based online instruction and teaching material is typically a time consuming task that requires careful planning and extensive training (Robinia and Anderson, 2010;Hampton et al, 2020;Wilson et al, 2021). Furthermore, it requires administrative and institutional support to implement and evaluate (Chiasson et al, 2015;Richter and Idleman, 2017).…”