Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing the Gap With Targeted Professional Development
-
Bonnie J. Covelli [1] ; Sudipta Roy [1]
-
[1] University of St. Francis
University of St. Francis
Township of Joliet, Estados Unidos
-
- Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 12, Nº. 2, 2022, págs. 74-91
- Idioma: inglés
- Enlaces
-
Resumen
Objectives: This study reviews faculty members’ comfort level with remote teaching in the Fall 2020 semester to evaluate the effectiveness of the professional development workshops.
Method: Using survey research, we examined professional development activities and subsequent comfort level and ease of adjustment with remote teaching in Fall 2020.
Results: Following the training, faculty reported high planned usage of various online teaching tools and great comfort with using them. The data reveals some differences between part-time and full-time faculty members.
Conclusions: The experience gained in the emergency semester, combined with the targeted professional development workshops offered eased the stress of planned remote teaching in the following semester.
Implication for Theory and/or Practice: For institutions planning to incorporate educational technology in the future, the implementation and evaluation of the targeted workshops may serve as a replicable model. It may also help institutions be better prepared for emergency remote teaching in the future.
