Date of Award

3-9-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Lydia Kyei-Blankson

Abstract

This study examined faculty experiences and perceptions regarding online education during the COVID-19 global health crisis. An online survey was assessed for content validity using a team of faculty experts in online teaching and learning. It was administered to a convenience sample of faculty at a Midwestern university. Of the 963 faculty who were surveyed, 98 returned the survey, a return rate of about 10%. The analysis of faculty experiences indicated that faculty adopted new pedagogical practices into their curriculum, specifically problem-based (18.37%) and self-paced learning (5.31%). Additionally, faculty adjusted assessments (42.86%), modified instruction (39.80%), and changed assignment due dates (34.69%) to help students overcome inequities. A reliability analysis of the survey revealed a Cronbach’s Alpha of 0.913 and 0.908 for items measuring faculty experiences before and after COVID, respectively. Responses to qualitative, open-ended questions were coded and analyzed for themes. The research revealed three themes around challenges faculty faced because of the switch to online learning - Academic Performance, Resource Availability, and Coping Strategies. It also indicated themes around lessons learned - Technology Adoption and Discipline Dependent Teaching. A paired samples t-test indicated there was no significant difference between faculty perceptions of online education before COVID-19 (M = 2.09, SD = 1.02) and after COVID-19 (M = 2.01, SD = .97), t(74) = 0.99, p = .33. The findings from the study are discussed and used to develop recommendations for improvements to pedagogical practice and suggestions for the future research on online education.KEYWORDS: Global Health Crisis; COVID-19; Pandemic; Student Engagement; Online Learning

Comments

Imported from McMullen_ilstu_0092E_12566.pdf

DOI

https://doi.org/10.30707/ETD2024.20240618063950139580.999945

Page Count

132

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