Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Autor/inn/en	Ghazi-Saidi, Ladan; Criffield, Aliisa; Kracl, Carrie L.; McKelvey, Miechelle; Obasi, Sharon N.; Vu, Phu
Titel	Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies
Quelle	In: International Journal of Technology in Education and Science, 4 (2020) 4, S.370-383 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2651-5369
Schlagwörter	COVID-19; Pandemics; Higher Education; School Closing; Online Courses; Distance Education; College Faculty; Teaching Experience; Adjustment (to Environment); Teacher Attitudes; College Students; Student Attitudes; Anxiety; Student Experience; Technological Literacy; Blended Learning; Asynchronous Communication; Preservice Teacher Education; Health Promotion; Communication Disorders; Family (Sociological Unit); Public Policy; Nebraska + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fakultät; Lehrerverhalten; Collegestudent; Schülerverhalten; Angst; Studienerfahrung; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Kommunikationsstörung; Familie; Öffentliche Ordnung
Abstract	In response to the COVID-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors' previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future. Further, we report the students' perspectives based on their responses to an online survey. The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students' satisfaction. (As Provided).
Anmerkungen	International Journal of Technology in Education and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01