Literacy Faculty Perspectives During COVID: What Did We Learn?

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Bibliographic Details
Title:	Literacy Faculty Perspectives During COVID: What Did We Learn?
Authors:	Xiufang Chen¹ chenx@rowan.edu, Shuling Yang² YANGS2@mail.etsu.edu, Karkar-Esperat, Tala M.³ tala.esperat@enmu.edu, Bahlmann Bollinger, Chelsey M.⁴ bahlmacm@jmu.edu, Van Wig, Ann⁵ avanwig@ewu.edu, Wilson, Nance S.⁶ nance.wilson@cortland.edu, Pole, Kathryn⁷ kpole@uta.edu
Source:	Literacy Practice & Research. 2022, Vol. 47 Issue 2, p1-44. 44p.
Subject Terms:	Literacy, Online education, Literacy programs, Student-centered learning, COVID-19
Abstract:	In this multi-institutional survey research, we investigated graduate literacy faculty’s experiences and perceptions of teaching online during COVID-19 in the U.S.A. A Likert-type survey with open-ended questions was distributed to literacy faculty teaching in campus-based and online environments. Results indicated faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were the faculty mental and physical health concerns (i.e., experiencing anxiety, feeling pressured, and suffering from screen fatigue). Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this multi-institutional survey research, we investigated graduate literacy faculty’s experiences and perceptions of teaching online during COVID-19 in the U.S.A. A Likert-type survey with open-ended questions was distributed to literacy faculty teaching in campus-based and online environments. Results indicated faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were the faculty mental and physical health concerns (i.e., experiencing anxiety, feeling pressured, and suffering from screen fatigue). Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs. [ABSTRACT FROM AUTHOR]
ISSN:	24755737