Abstract
The purpose of this study was to explore the initial perceptions and experiences of faculty whose classes were moved to an online/distance delivery as a result of the COVID-19 pandemic. Using mixed methods online survey methodology, the researchers sought to describe faculty perceptions relative to their response to moving all university courses online within the timeframe allotted by university leadership. Building upon this groups’ previous research, which focused on the relationships among care and rigor in the online teaching/learning environment, the researchers designed survey questions to further explore these concepts during a time of chaos. The survey addressed faculty perceptions and lived experiences related to supporting this transition, previous experiences with online teaching, the role of rigor and care in course design and implementation, and opportunities for demonstrating care towards colleagues. Information gleaned from the study will help to inform university leadership, instructional design support personnel, and faculty. As the long-term economic, social, and academic effects are realized across the world, the researchers anticipate significant changes in higher education.
Highlights
Transitioning to teaching in an online environment can be a challenge for faculty in higher education
The purpose of this study was to explore the initial perceptions and experiences of faculty whose classes were moved to an online/distance delivery as a result of the COVID-19 pandemic. Building upon this groups’ previous research, which focused on the relationships among care and rigor in the online teaching/learning environment, the researchers designed survey questions to further explore these concepts during a time of chaos (VandenAvond et al, 2020)
The survey addressed faculty (n = 83) perceptions and lived experiences related to supporting this transition, previous experiences with online teaching, the role of rigor and care in course design and implementation, and opportunities for demonstrating care toward colleagues
Summary
Transitioning to teaching in an online environment can be a challenge for faculty in higher education. Faculty will provide information before the first class meeting week to let students know how course delivery will be handled (University President, personal communication, March 11, 2020). In 2017, the Higher Learning Commission charged the university with establishing distance learning criteria and expectations for teaching, including evaluation of online courses, ensuring consistency of online course rigor, and maintaining consistency between online and on campus sections of the same course. Following this charge, the university adopted Quality Matters as the standard for quality assurance for online design and delivery. A team of university leaders, staff, and faculty worked to create a novel, voluntary training for faculty, beginning in 2017, and developed a long-term plan for defining and gradually increasing the criteria for demonstrating rigor as defined by Quality Matters course design principles (QM Higher Education Rubric, Sixth Edition)
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