Strategies and Recommendations to Improve Online Teaching and Education during the COVID-19 Pandemic
Dr. Alesia Ferguson, Built Environment, North Carolina Agricultural and Technical State University
The World Health Organization declared the coronavirus a pandemic in March 2020, causing Universities to abruptly discontinue or alter in person events and the nature of classroom instruction. Students were given short timelines to relocate homes and both faculty and students had to readjust to teaching and learning remotely. To ensure continuous quality in education, faculty utilized various formats in their classrooms to teach asynchronously, synchronously, or hybrid. From a faculty perspective, these methods were accompanied with some difficulties for students, such as student discomfort, apprehension of the nature of the class, and struggle with workload. We interviewed 32 university faculty research participants across 6 universities in the United States using a survey assessment of 10 questions regarding their experiences, observations, and reactions during their transition to various formats of teaching. Interviews were transcribed to look for common themes across faculty experiences. The purpose of this poster presentation is to specifically present faculty experiences during the COVID-19 pandemic in the spring semester in terms of strategies and recommendations to improve or manage online teaching and learning experiences. For example, maintaining effective communication and interactivity with students, attending faculty workshops and training for online teaching, and better course organization were some strategies identified by faculty. There is uncertainty of how long this pandemic will last and there may be much to gain from the pioneers of teaching through a pandemic for the semesters to come, and for future pandemics.
Nicholas, Olivia and Lamssali, Mehdi, "Strategies and Recommendations to Improve Online Teaching and Education during the COVID-19 Pandemic" (2021). Undergraduate Research and Creative Inquiry Symposia. 232.