Abstract
Access the online Pressbooks version of this article here.
Although online learning has been in existence for over 20 years, not all instructors have been trained to teach online or had the desire to teach online. The recent COVID-19 pandemic quickly changed typical face-to-face instruction and disrupted the current educational system by requiring all college courses be delivered online, either asynchronous or synchronous using various software platforms. This paper investigated both instructors’ and students’ perceptions of faculty online teaching preparedness as well as their thoughts related to various technological resources and issues that arose during this time period. Results indicated fairly high satisfaction rates of faculty’s thoughts on preparedness and access to technological resources and tools. Students were fairly satisfied with the transition to online teaching and learning using quantitative measures; however, qualitative comments indicated otherwise. The need to use more reflective and metacognitive strategies to better online pedagogy as well as communicate more with students through a virtual environment was discovered.
DOI
https://doi.org/10.26077/7e93-0cf8
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Bowne, Mary; Wuellner, Melissa; Hendricks, Jessie H.; and Howard, John
(2022)
"Student and Instructor Perceptions of Online Teaching Related to COVID-19: The Need for Reflective Practices,"
Journal on Empowering Teaching Excellence: Vol. 5:
Iss.
3, Article 5.
DOI: [https://doi.org/]https://doi.org/10.26077/7e93-0cf8
Available at:
https://digitalcommons.usu.edu/jete/vol5/iss3/5
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Higher Education and Teaching Commons, Online and Distance Education Commons
