Teaching during a Pandemic: Spring Transition, Fall Continuation, Winter Evaluation
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| Title: | Teaching during a Pandemic: Spring Transition, Fall Continuation, Winter Evaluation |
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| Language: | English |
| Authors: | Johnson, Nicole, Seaman, Jeff, Veletsianos, George, Bay View Analytics |
| Source: | Bay View Analytics. 2021. |
| Availability: | Bay View Analytics. 6924 Thornhill Drive, Oakland, CA 94611. Web site: https://www.bayviewanalytics.com/index.html |
| Peer Reviewed: | N |
| Page Count: | 53 |
| Publication Date: | 2021 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Higher Education, School Closing, Online Courses, Educational Technology, Technology Uses in Education, Equal Education, Faculty Development, Psychological Patterns, Interpersonal Communication, Teacher Student Relationship, Video Technology, Attitude Change, College Faculty, Teacher Attitudes, Administrator Attitudes, Educational Needs, Educational Policy, Barriers, Adjustment (to Environment) |
| Abstract: | The year 2020 was likely one of the most challenging ever for the higher education sector. The pandemic forced massive short-term, and both faculty and administrators needed to adjust to new ways of conducting their day-to-day operations. This project provides a series of three snapshots examining the nature and magnitude of these changes in teaching and learning from faculty and academic administrators' points of view. Informed by survey studies using nationally representative samples, the project examined the state of higher education at three points in time: (1) April 2020: The pivot to emergency remote teaching was well underway; (2) August 2020: Prepping and planning for the fall offerings; and (3) December 2020: Looking back at the fall term. The study represents a partnership of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA), Every Learner Everywhere, and Cengage. These organizations came together to help identify and focus the resources needed to support educators and institutions in addressing teaching challenges during the coronavirus (COVID-19) outbreak. The collective findings indicate that the COVID-19 pandemic has advanced digital technologies in teaching and learning. Most notably, attitudes toward teaching online, which have been relatively stagnant since the turn of the century, have become markedly more positive over the past year. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED617176 |
| Database: | ERIC |
| Abstract: | The year 2020 was likely one of the most challenging ever for the higher education sector. The pandemic forced massive short-term, and both faculty and administrators needed to adjust to new ways of conducting their day-to-day operations. This project provides a series of three snapshots examining the nature and magnitude of these changes in teaching and learning from faculty and academic administrators' points of view. Informed by survey studies using nationally representative samples, the project examined the state of higher education at three points in time: (1) April 2020: The pivot to emergency remote teaching was well underway; (2) August 2020: Prepping and planning for the fall offerings; and (3) December 2020: Looking back at the fall term. The study represents a partnership of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA), Every Learner Everywhere, and Cengage. These organizations came together to help identify and focus the resources needed to support educators and institutions in addressing teaching challenges during the coronavirus (COVID-19) outbreak. The collective findings indicate that the COVID-19 pandemic has advanced digital technologies in teaching and learning. Most notably, attitudes toward teaching online, which have been relatively stagnant since the turn of the century, have become markedly more positive over the past year. |
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