Abstract
Technology and distance education are on the rise in community colleges, 4-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomenon occurring in Historically Black Colleges and Universities (HBCU) today is distance education. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online. This phenomenological research paper presents the results of 12 lived the experience of higher education faculty members at a HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom.
Highlights
Technology and distance education are on the rise in community colleges, four-year institutions, Ivy League colleges, research institutions, and technical colleges
The responses to the central research question served as a foundation in understanding how teaching at a distance affects the attitudes, perspectives, and practices of higher education faculty when they return to face-to-face teaching
Some mentioned that teaching online has increased their awareness of students’ needs and methods to create engaging activities: Teaching online changed my attitude and perspectives when returning to face-to-face teaching because I can tell by students’ responses, expressions when they do not understand something right away
Summary
Technology and distance education are on the rise in community colleges, four-year institutions, Ivy League colleges, research institutions, and technical colleges. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online This phenomenological research paper presents the results of 12 experiences of higher education faculty members at an HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom. Faculty members at institutions of higher education who started their careers in the traditional face-to-face classroom tend to change their pedagogical approaches for use in online teaching (Baran, Correia, & Thompson, 2013; Duffy & Kirkley, 2004; McDonald, 2002). Teachers tend to transfer face-to-face approaches learned from their professors while in college to the traditional classrooms they teach in as they develop their expertise (Kreber & Kanuka, 2006)
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