The Phenomenon of Moving to Online/Distance Delivery as a Result of COVID-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University

Cameron-Standerford, Abby; Menard, Katherine; Edge, Christi U.; Bergh, Bethney; Shayter, Ashley; Smith, Kristen; VandenAvond, Laura

doi:10.3389/feduc.2020.583881

Cited by 38 publications

(41 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recently published research from Germany, Australasia, India and the United States has explored educator experiences of emergency remote teaching during the COVID-19 pandemic (Cameron-Standerford et al, 2020;Gamage et al, 2020;Irtifa and Richa, 2020;König et al, 2020;Marshall et al, 2020;Pather et al, 2020). However, to date, there is limited research on the experiences of academics during the pandemic, including support mechanisms and unintended benefits.…”

Section: Teaching and Learning Remotely In An Emergencymentioning

confidence: 99%

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

The COVID-19 pandemic and related lock downs have accelerated the need for online and remote teaching within university settings. However, due to the abrupt nature of the pandemic, many academic staff were not prepared for this forced transition. This study aimed to understand how the pandemic affected academics at a New Zealand university, with regards to their transition to emergency remote teaching. Specifically, it explores the challenges as well as benefits academics experienced during this transition. Recommendations for future online learning are also made. Academic staff (N = 67) at a New Zealand University completed an anonymous online survey. Quantitative data were analyzed statistically using descriptive and inferential statistics, while qualitative data were analyzed thematically. Major challenges experienced included miscommunication from the university, concerns about student access to technology, finding a quiet space to work, lack of digital competence skills, too much screen-time, managing work hours, and work/life balance. Benefits included enhanced flexibility, enhanced teacher creativity, increasing autonomy of learners, and reduced commute time. Looking forward, academic staff desired future teaching to include blended learning and virtual immersion. New strategies of working remotely are being explored to facilitate teaching and learning while catering to the preferences and skills of both educators and students. Our findings honor the considerable agility of academic staff who sought to sustain and enhance excellence in remote education. At an institutional level our findings point to the need for staff to be supported by their institutions as they further refine their work within new-found spaces.

show abstract

Section: Teaching and Learning Remotely In An Emergencymentioning

confidence: 99%

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Even though there is little information available on the perception of students concerning emergency remote teaching, still preliminary research has suggested a rather negative perception towards this mode of studying, while also showing gratitude and understanding for the exceptional circumstances [16,18]. In a related study, preliminary perceptions in higher education were analysed, and Cameron-Standerford et al [20] noted that "challenging", "concern", and "anxious" were…”

Section: Related Work About Emergency Remote Teachingmentioning

confidence: 99%

The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

Fuchs

Karrila

2021

Obraz. nauka

View full text Add to dashboard Cite

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

show abstract

“…Nevertheless, it is encouraging to see other teacher educators have begun to reflect on the implications to pedagogy and practice. These included a number of Frontiers articles (Siemens, 2005;Burns et al, 2020;Cameron-Standerford et al, 2020;Jones and Kessler, 2020;Thomas, 2020;Allo, 2020) as well as other peer reviewed articles (Johnson et al, 2020;McCormack, 2020;Prince et al, 2020;Rapanta et al, 2020). In addition, there has been a plethora of non-peer reviewed publications included in educational websites to support practitioners, administrators, and students as they seek success in alternate delivery modes of teaching and learning in higher education (Academic Matters, Canadian Digital Learning Research Association, CAUT, Educause, Every Learner Everywhere, Inside Higher Education, Online Learning Consortium, The Chronicle, TEACHONLINE).…”

Section: Literature Reviewmentioning

confidence: 99%

“…All of the studies reviewed in the recent literature cite a need for presence in the alternate delivery mode (Cameron-Standerford et al, 2020;Coman et al, 2020;Jones & Kessler, 2020;Murdock and Williams, 2020;Prince et al, 2020;Rapanta et al, 2020;Thomas, 2020). Strategies are cited in some of the peer reviewed literature to support the pivot.…”

Section: Teaching Strategies For Alternate Delivery Modelsmentioning

confidence: 99%

“…However, this is changing and the research on the pivot to online learning is emerging gradually. This study focuses on teaching in higher education drawing on both the scholarly research and additional resources that have been published since the shift in March 2020 (Cameron-Standerford et al, 2020;Lederman, 2020;Loose and Ryan, 2020;Rapanta et al, 2020;Thompson, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

Howe

Watson

2021

Front. Educ.

View full text Add to dashboard Cite

The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations. Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made.

show abstract

The Phenomenon of Moving to Online/Distance Delivery as a Result of COVID-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University

Cited by 38 publications

References 39 publications

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

What Really Matters: Experiences of Emergency Remote Teaching in University Teaching and Learning During the COVID-19 Pandemic

The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

Contact Info

Product

Resources

About