The Interplay of Institutional Support and Faculty Roles during the COVID-19 Pandemic: Implications for the Future of Online Teaching and Learning
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| Title: | The Interplay of Institutional Support and Faculty Roles during the COVID-19 Pandemic: Implications for the Future of Online Teaching and Learning |
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| Language: | English |
| Authors: | Samar Aad (ORCID |
| Source: | Online Learning. 2024 28(1):151-174. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Electronic Learning, Distance Education, College Faculty, School Support |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) -- a rapid transition to online teaching and learning (OTL) -- the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these perceptions likely dictate the future of online teaching and learning within higher education institutions. Through the use of tweets made during the pandemic and interviews with faculty, this study reveals the emotional stress experienced by faculty when playing multiple, unfamiliar roles hindered the implementation of online teaching and learning initiatives. This hindrance may in part be alleviated through well-targeted institutional support. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417954 |
| Database: | ERIC |
| Abstract: | While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) -- a rapid transition to online teaching and learning (OTL) -- the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these perceptions likely dictate the future of online teaching and learning within higher education institutions. Through the use of tweets made during the pandemic and interviews with faculty, this study reveals the emotional stress experienced by faculty when playing multiple, unfamiliar roles hindered the implementation of online teaching and learning initiatives. This hindrance may in part be alleviated through well-targeted institutional support. |
|---|---|
| ISSN: | 2472-5749 2472-5730 |
