Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data

Walsh, Lisa L.; Arango-Caro, Sandra; Wester, Emma R.; Callis‐Duehl, Kristine

doi:10.1187/cbe.20-12-0277

Cited by 34 publications

(24 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On that account, our findings also recommend that specialized training be provided for all faculty members. Per previous work, faculty who were trained even after the shift to ERT were the most likely to report a positive educational experience, demonstrating that training can be effective at any time [ 90 ].…”

Section: Discussionmentioning

confidence: 99%

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

El-Sakran

Salman

Alzaatreh

2022

IJERPH

View full text Add to dashboard Cite

With the aim of appraising the impact of Emergency Remote Teaching (ERT) amidst the COVID-19 pandemic on college students, an online survey was conducted in December 2020 on a total of 588 undergraduate students at the American University of Sharjah in the United Arab Emirates. The purpose of the study was to probe into the perceptions of college students regarding their learning process and its influence on their mental health with the abrupt transition from face-to-face classes to ERT in the Spring 2020 semester. A comprehensive analysis was performed using structural equation modeling and other statistical techniques to reveal crucial results associated with the factors that have an effect on the students’ psychological distress, such as quality of courses, academic performance, and readiness for future work or studies. Findings suggest that the students’ perceived quality of courses under ERT has a significant impact on their academic performance and readiness for future work or studies. Moreover, they indicate that these factors serve as a vital mediating role in provoking psychological distress among the students. The study also shows that gender, previous history of anxiety/distress, education being at risk due to financial issues caused by COVID-19, and year of study significantly affect the students’ distress levels. In order to ensure and prioritize the well-being of college students during these turbulent times, new strategies are urgently needed to develop and enhance resilient ERT environments in higher education. The study concludes with limitations and suggestions for further research.

show abstract

Section: Discussionmentioning

confidence: 99%

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

El-Sakran

Salman

Alzaatreh

2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Otherwise, this could be translated in a decrease of the level of satisfaction from academic staff work, together with the lack of contact with students and co-workers, as Szromek et al [ 79 ] report. Training for faculty staff is also important, and depends on education policymakers that pay attention to experienced instructors, being able to prepare teachers’ competencies to teach in a virtual learning environment, to renew assessment strategies and teaching methodologies to improve emergency preparedness [ 5 , 41 , 80 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Peña

Torre

Alcaraz

et al. 2022

IJERPH

View full text Add to dashboard Cite

The alteration of the educational model caused by the COVID-19 pandemic has not affected all university faculty equally. This work explores the academic, digital and gender inequalities caused by the pandemic on the teaching and research staff of a technological university for STEM (Science, Technology, Engineering and Mathematics) disciplines in Spain, the Universitat Politècnica de Catalunya—BarcelonaTech (UPC). The study considers an anonymous survey with a non-probabilistic voluntary sample (n = 355). The results of the survey reveal that, over these months, the teaching and research staff of the university, regardless of gender, has significantly increased its academic activity due especially to the number of hours devoted to virtual teaching compared to its teaching dedication in a situation of normalcy. This study shows that the lockdown has strongly affected women who are more vulnerable to crisis. In particular, the negative impact on research has been higher in female faculty staff from the UPC, who already face disparities regarding promotion and, during lockdown, stated more difficulties with household work reconciliation. From the results of this study, it is possible to conclude that the COVID-19 pandemic has deepened the gender gap in the academic field.

show abstract

“…For many STEM faculty members, the semester of March 2020 was their first time teaching online, and those teaching laboratory or field-based courses faced the additional challenge of rapidly creating remote alternatives to the hands-on learning experiences traditionally embedded in their courses (Barton 2020 ; Holme 2020 ; Walsh et al 2021 ). Because instructors had to rapidly transition their classes online, many saved time by maintaining the assessments originally designed for an in-person curriculum (Dietrich et al 2020 ; Eaton 2020 ; Rupnow et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic

et al. 2021

Self Cite

View full text Add to dashboard Cite

Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.

show abstract

Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data

Cited by 34 publications

References 30 publications

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic

Contact Info

Product

Resources

About