•  
  •  
 
Journal on Empowering Teaching Excellence

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

Share

COinS