Illuminating the faculty voice: lessons from the pandemic to prepare for future disruptions

Farris, Kristen L.; Timmerman, Connie; Houser, Marian L.; Dye, Luke A.

doi:10.1080/17459435.2022.2142655

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Following the advice of scholars researching faculty experiences during the pandemic, higher education administrators should also emphasize reduction of job demands and simultaneous increase of resources as a means of minimizing CMCA among instructors (Zhang et al, 2022). As we have argued elsewhere, tangible, institutional support in the form of financial incentives and/or purchasing of hardware/software necessities as well as emotional and instrumental support through collective sensemaking and brainstorming/training sessions for faculty teaching online may help reduce these demands (Farris et al, 2022a). Future research should specifically explore resources and interventions that help instructors manage and minimize their CMCA.…”

Section: Discussionmentioning

confidence: 99%

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

Farris,

Dye,

Houser

et al. 2024

Front. Commun.

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Guided by the model of faculty readiness for online teaching (FROT), the goal of the current study was to investigate the influence of instructors' knowledge (e.g., online teaching preparation), confidence (e.g., computer-mediated communication apprehension; CMCA), and attitudes about online teaching (e.g., perceived usefulness) on their communicative and organizational outcomes (e.g., communication frequency and satisfaction, job satisfaction, motivation). We recruited 206 college instructors from a variety of institutions to report on their experiences during the transition to emergency remote teaching in the spring 2020 academic semester. Results from the study suggest that instructors' CMCA was a significant and negative predictor of instructors' communication satisfaction with online student interactions, job satisfaction, and motivation to teach after controlling for the other predictors in the model. Taken together, the findings suggest that CMCA may serve as a barrier to instructor communication competence in online teaching and may have deleterious impacts on instructor affect toward their positions. Ultimately, we recommend that faculty workshops aimed at developing online teaching competence should specifically address instructor dispositional and affective characteristics such as CMCA to prevent faculty vulnerability.

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Section: Discussionmentioning

confidence: 99%

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

Farris,

Dye,

Houser

et al. 2024

Front. Commun.

Self Cite

View full text Add to dashboard Cite

show abstract

“…In Farris's article, there is a contrary example to demonstrate that the teacher-student relationship can have an impact on students' academic goals [10]. His article analyzes the impact of the pandemic, which has led to many students' teaching methods having to be conducted via remote software.…”

Section: Promotion Of Academic Goals and Planmentioning

confidence: 99%

“…In the previous context mentioned in this paper, a positive teacher-student relationship can not only increase students' participation in the classroom but also cultivate their academic ability and set future academic goals. Farris mentions that the relationship between teachers and students has weakened due to the increase in online teaching due to the epidemic [10]. In this context, students become more prone to academic confusion and lose their academic goals.…”

Section: Leader In Academic Learningmentioning

confidence: 99%

The Influence of Teacher-Student Relationship on Students' Learning

Dai

2024

LNEP

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As the importance of education is realized by more and more people, people begin to pay attention to the factors that have an important influence on students' studies. As a factor directly related to students' individual and learning outcomes, the teacher-student relationship has been noticed and studied by people. A positive teacher-student relationship can help students in their professional learning in many ways. This paper takes the teacher-student relationship as the starting point, and synthesizes the relevant literature and research on teacher-student relationship and students' learning outcomes. Research has found that a positive teacher-student relationship can regulate students' mental emotions, improve students' participation in class, cultivate students' learning ability, and promote students' academic achievement and goals. In the end, it is suggested that teachers can be considered as listeners in mental health, leaders in academic learning and supporters in creative thinking in the relationship between teachers and students, to establish and promote positive teacher-student relationships and improve students' learning outcomes.

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Illuminating the faculty voice: lessons from the pandemic to prepare for future disruptions

Cited by 2 publications

References 13 publications

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

The Influence of Teacher-Student Relationship on Students' Learning

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