U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic

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.

A Qualitative Exploration of Connectedness During COVID-19: Faculty Perceptions Toward Communication, Collaboration, and a Sense of Community While Teleworking

“…As suggested in this study and in other published literature (Johnson et al, 2020), there was a drastic shift in community and culture as a result of the hastily implemented teleworking conditions as a result of COVID-19. Faculty frequently discussed missing their colleagues and the social interactions that occurred when working at the university.…”

“…It is of the utmost importance that educational institutions support their faculty through these difficult and uncertain times. Many faculty across the nation felt unprepared to implement online programs and to telework (Johnson et al, 2020). Therefore, the findings from this study may be utilized to analyze current strengths and potential needs for refinement of practices, policies, and procedures moving forward.…”

Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19

“…Nearly all (90 %) of higher education in the U.S. cancelled in-person instruction to minimise the risk of exposure to the virus and engaged in some type of remote online learning to provide academic continuity to complete the spring 2020 semester (Lederman 2020). Consequently, during periods of school closure, the distinctive demand for online learning is on the rise to ensure academic continuity while coping with the pandemic (Johnson, Veletsianos, and Seaman 2020;UNESCO 2020c).…”

The Evaluation of Learning Services during the COVID-19 Pandemic

“…It is very important to stay at home, maintaining a physical distance that prohibits larger meetings. In addition, the decision to cancel, postpone, or move classes directly online is made on a daily basis in most countries [6]. This certainly demands a sudden change in various academic services such as learning program services.…”