Abstract
The COVID-19 pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach. While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is time management. Both faculty and students have been forced to adjust their schedules due to consequences of the pandemic (this includes school and university closures, employment issues, and even the virus itself). Such changes create major challenges for both groups, particularly those converting traditional daytime face-to-face courses into online and hybrid formats. This paper offers three specific techniques to facilitate time management: asynchronous teaching, chunking, and micro-learning. Research findings have led to the support for each of these techniques. The authors explain how each technique facilitates time management via remote and online teaching, and make suggestions about each technique in their own courses to contextualize their usage. Recommendations are also noted, with the goal of enabling faculty to preserve one of their and their students’ resources during and after a pandemic: time.
Highlights
The arrival of the 2019 coronavirus disease (COVID-19) pandemic in 2019 and 2020 led to rapid changes in education
Many instructors did a rapid overhaul of their courses for the remainder of the spring semester 2020. Both popular and academically-oriented publications reassured instructors that quality instruction was possible and that “universities shouldn’t just reach for makeshift solutions,” but some faculty members still expressed concern that the rapid shift to online delivery had the potential to diminish the overall quality of instruction (Arum & Stevens, 2020; see Johnson, 2020; Marcus, 2020; Smith, 2020; Trovato, 2020)
After several months of exclusively online delivery, faculty members once again were asked to facilitate a gradual return to more familiar instructional approaches
Summary
The arrival of the 2019 coronavirus disease (COVID-19) pandemic in 2019 and 2020 led to rapid changes in education. As the pandemic worsened in the United States, schools closed and many instructors rushed to shift their delivery to hybrid/blended or all-online formats This included courses that typically rely upon face-to-face delivery, such as sciences, nursing, mathematics, or various labs in which students may engage in hands-on learning. Concerning for at least one author was that “it’s impractical to expect that most professors can build fantastic blended courses that can be delivered both online and in person by fall, especially given workload issues” (Lederman, March 2020; Lederman, May 2020) Both faculty and students have adjusted rapidly, changing their schedules due to consequences of the pandemic (reacting individually to school and university closures, to employment issues, and even to the virus itself). These methods may be most useful for people newer to online/hybrid course delivery, but they should serve as a reminder to all who struggle to revise course delivery in the context of the pandemic
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