Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic

The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distanc...

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Bibliographic Details
Published inInternational journal of distance education technologies Vol. 19; no. 1; pp. 89 - 109
Main Authors Marek, Michael W, Wu, Wen-chi Vivian, Chew, Chiou Sheng
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.01.2021
Subjects
Asia
Barriers
College Faculty
College teachers
COVID-19
Distance Education
Distance learning
Education, Higher
Epidemics
Faculty Development
Faculty Workload
Foreign Countries
Integrated Learning Systems
Job stress
Online Courses
Pandemics
Professional development
School Closing
Social aspects
Stress Variables
Student Experience
Students
Surveys
Teacher Attitudes
Teacher Competencies
Teachers
Teaching
Teaching Experience
Technological Literacy
Wu, Vivian
South America
Middle East
Asia
Europe
Africa
Caribbean
North America
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Summary:The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.20210101.oa3