U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic
By Nicole Johnson, George Veletsianos, J. Seaman. 2020
444 citations recorded by the source corpus.
Abstract The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private post-secondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few exceptions nearly all reporting institutions transitioned to emergency teaching and learning approaches. Administrators reported that faculty with and without online teaching experience pivoted to online teaching, and nearly all administrators indicated that those who did not have online teaching experience were in the process of learning how to teach online. Regardless of whether faculty had previous experience teaching online or not, many faculty reported that they were using new teaching methods. A majority of faculty reported making changes to their assignments or exams as a result of transitioning to a new mode of delivery. Nearly half reported lowering the expected volume of work for students (including dropping assignments or exams) and/or shifting to a pass/fail model for this semester. The primary areas where faculty and administrators identified a need for assistance related to student support, greater access to online digital materials, and guidance for working from home. This study provides an early snapshot of efforts towards teaching and learning continuity at a large scale and provides some insights for future research and practice.
Subfields: Clinical Psychology, Information Systems
View Paper: https://www.semanticscholar.org/paper/ca80555545579f14523277cd13776357a8748ba0
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Citations in the corpus
- Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “It seems that the resiliency of higher education has somehow been reflected during the pandemic, which has created opportunity for the education sector to explore potential positive changes for a more sustainable future (Johnson et al., 2020).”
- “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19 (2021, background): “While some schools relaxed certain curricular requirements and policies in the face of COVID-19 (e.g., by making some assignments optional, delaying tests, or moving to a pass/fail grading system), such policies have not been uniformly implemented (Johnson et al., 2020).”