Literaturnachweis - Detailanzeige
| Autor/in | Admiraal, Karin S. |
|---|---|
| Titel | Crisis, Reflection, and Change: Faculty Experience of the Transition to Online Education during the COVID-19 Pandemic |
| Quelle | (2022), (327 Seiten)
PDF als Volltext Ed.D. Dissertation, Morehead State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3113-1 |
| Schlagwörter | Hochschulschrift; Dissertation; College Faculty; Teacher Attitudes; Educational Change; Crisis Management; COVID-19; Pandemics; Online Courses; International Education; Universities; Teaching Methods; Case Studies; Instructional Effectiveness; Intervention |
| Abstract | This study explores the experience of university faculty undergoing a process of educational change. The specific change studied was the crisis implementation of online education due to the global COVID-19 pandemic. This study posed the research question: "How did faculty members at an international university in Asia perceive, react to, and implement an acute change from face-to-face to online course delivery during a global pandemic?" To answer that question, this study used a qualitative case study design that design included four cases. Each case involved a professor at the university who had been teaching when the university shifted to online education in Spring 2020 and who was still teaching there in Fall 2021. The theoretical framework for the project combined two models: Hall and Hord's (1979) Stages of Concern (SoC) model and Borton's (1970) model of reflection. Borton's model includes three steps: "What?" "So What?" and "Now What?" In the theoretical framework for this study, the "What?" step includes the SoC, the "So What?" step examines how faculty reflected on these concerns, and the "Now What?" step looks at how this reflection may have prompted pedagogical change. In contrast to other studies on faculty-level implementation of online education, demographic and most contextual factors did not seem to influence faculty experience with the innovation. Instead, faculty response was shaped the concerns that they felt at the personal, management, and consequence stages that shaped their response. Concerns at the consequence stage prompted the most reflection and the greatest pedagogical change. Additionally, a theme running through several stages was that of the image of ideal teaching (Manouchehri & Goodman, 2020). Faculty's ability to make online education comport with their images of effective pedagogy was a powerful driver of their experience with the implementation of this innovation. Implications include the importance of professional development for effective online pedagogy and the inclusion of adjunct faculty in change interventions. Additionally, change leaders in higher education are encouraged to leverage faculty images of effective pedagogy to design effective interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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