Teacher experiences in converting classes to distance learning in the covid-19 pandemic

• Published in: International Journal of Distance Education Technologies
• Main Author: 2-s2.0-85099654511
• Format: Article
• Language: English
• Published: IGI Global 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099654511&doi=10.4018%2fIJDET.20210101.oa3&partnerID=40&md5=aa696e6238fecf505ef04eb6506750f8

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. © This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium, provided the author of the original work and original publication source are properly credited.