HOW DID REMOTE TEACHING DURING THE COVID-19 CRISIS AFFECT FACULTY’S ATTITUDES AND BELIEFS ABOUT ONLINE TEACHING?
| dc.contributor.advisor | Ducette, Joseph P. | |
| dc.creator | Watkins, Pete | |
| dc.date.accessioned | 2021-05-24T18:56:38Z | |
| dc.date.available | 2021-05-24T18:56:38Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12613/6538 | |
| dc.description.abstract | Prior to the Covid-19 pandemic, online learning was a contested issue within higher education. Advocates of online higher education saw it as a way to make college more accessible and affordable and bring high-quality education to those who might not be able to attend in-person classes. However, many faculty were skeptical or reluctant to teach online and in particular expressed concerns about increased workload, inferior learning outcomes, cheating, and losing connection with students. When the pandemic began, some argued that it would accelerate the acceptance of online teaching by faculty, while others argued the pandemic would reveal the weaknesses and limitations of online teaching. Overall, this study shows more support for the former than the latter. A plurality (49.3%) of faculty surveyed report that following the pivot to emergency remote teaching they have a more positive view of online education while 27.5% report no change and only 22.9% have a more negative view. Further, 55.1% report that they are more likely to want to teach online when their campus reopens. However, many faculty who expressed a more favorable view of online education also expressed reservations, for example that certain courses do not work well online or that certain students do not do well online. The concerns cited in the pre-pandemic literature including cheating, lack of connection and engagement, and increased workload for faculty all surfaced in this study. These are complex and challenging issues that can never be fully solved but should not be ignored if online higher education is to reach its full potential. | |
| dc.format.extent | 154 pages | |
| dc.language.iso | eng | |
| dc.publisher | Temple University. Libraries | |
| dc.relation.ispartof | Theses and Dissertations | |
| dc.rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available. | |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Higher education | |
| dc.subject | Education | |
| dc.subject | Educational psychology | |
| dc.subject | College faculty | |
| dc.subject | College teaching | |
| dc.subject | Covid-19 teaching | |
| dc.subject | Distance education | |
| dc.subject | Online education | |
| dc.subject | Online teaching | |
| dc.title | HOW DID REMOTE TEACHING DURING THE COVID-19 CRISIS AFFECT FACULTY’S ATTITUDES AND BELIEFS ABOUT ONLINE TEACHING? | |
| dc.type | Text | |
| dc.type.genre | Thesis/Dissertation | |
| dc.contributor.committeemember | Brooks, Wanda M., 1969- | |
| dc.contributor.committeemember | Hattikudur, Shanta | |
| dc.contributor.committeemember | Harrington, Christine, 1971- | |
| dc.description.department | Educational Psychology | |
| dc.relation.doi | http://dx.doi.org/10.34944/dspace/6520 | |
| dc.ada.note | For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu | |
| dc.description.degree | Ph.D. | |
| dc.identifier.proqst | 14459 | |
| dc.creator.orcid | 0000-0001-5961-9631 | |
| dc.date.updated | 2021-05-19T16:10:51Z | |
| refterms.dateFOA | 2021-05-24T18:56:38Z | |
| dc.identifier.filename | Watkins_temple_0225E_14459.pdf |
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