U.S. Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic
U.S. Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic
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DOI：
10.24059/olj.v24i2.2285
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发表时间：
2020-06-01
期刊：
影响因子：
4
通讯作者：
Seaman, Jeff
中科院分区：
文献类型：
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作者：
Johnson, Nicole;Veletsianos, George;Seaman, Jeff
COVID-19疫情对全球高等教育机构产生了深远而迅速的影响。在这项研究中，我们报告了一项调查的结果，该调查调查了美国公立和私立高等教育机构在大流行的最初几周迅速过渡到紧急远程教学的情况。参与者包括美国672所机构的897名教师和管理人员。调查结果显示，除少数例外，几乎所有报告机构都过渡到紧急教学和学习方法。管理员报告说，有和没有在线教学经验的教师转向在线教学，几乎所有的管理员表示，那些没有在线教学经验的人正在学习如何在线教学。不管教师是否有过在线教学的经验，许多教师报告说，他们正在使用新的教学方法。大多数教师报告说，由于过渡到一种新的交付模式，他们的作业或考试发生了变化。近一半的人报告说，他们降低了学生的预期工作量（包括放弃作业或考试），并/或在本学期转向及格/不及格模式。教师和管理人员确定需要帮助的主要领域涉及学生支持，更多地访问在线数字材料，以及在家工作的指导。这项研究提供了一个早期的快照，努力在大规模的教学和学习的连续性，并为未来的研究和实践提供了一些见解。
The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private postsecondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few exceptions nearly all reporting institutions transitioned to emergency teaching and learning approaches. Administrators reported that faculty with and without online teaching experience pivoted to online teaching, and nearly all administrators indicated that those who did not have online teaching experience were in the process of learning how to teach online. Regardless of whether faculty had previous experience teaching online or not, many faculty reported that they were using new teaching methods. A majority of faculty reported making changes to their assignments or exams as a result of transitioning to a new mode of delivery. Nearly half reported lowering the expected volume of work for students (including dropping assignments or exams) and/or shifting to a pass/fail model for this semester. The primary areas where faculty and administrators identified a need for assistance related to student support, greater access to online digital materials, and guidance for working from home. This study provides an early snapshot of efforts towards teaching and learning continuity at a large scale and provides some insights for future research and practice.