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Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic

Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic

Michael W. Marek, Chiou Sheng Chew, Wen-chi Vivian Wu
Copyright: © 2021 |Volume: 19 |Issue: 1 |Pages: 21
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781799859246|DOI: 10.4018/IJDET.20210101.oa3
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MLA

Marek, Michael W., et al. "Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic." IJDET vol.19, no.1 2021: pp.89-109. http://doi.org/10.4018/IJDET.20210101.oa3

APA

Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 89-109. http://doi.org/10.4018/IJDET.20210101.oa3

Chicago

Marek, Michael W., Chiou Sheng Chew, and Wen-chi Vivian Wu. "Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic," International Journal of Distance Education Technologies (IJDET) 19, no.1: 89-109. http://doi.org/10.4018/IJDET.20210101.oa3

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Abstract

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.