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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Published in:International journal of distance education technologies 2021-01, Vol.19 (1), p.89-109
Main Authors: Marek, Michael W, Wu, Wen-chi Vivian, Chew, Chiou Sheng
Format: Article
Language:English
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
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container_title International journal of distance education technologies
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Wu, Wen-chi Vivian
Chew, Chiou Sheng
description 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.
doi_str_mv 10.4018/IJDET.20210101.oa3
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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
title Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic
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