Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning

Authors

DOI:

https://doi.org/10.5195/ie.2021.158

Keywords:

rapid online teaching & learning, quick transition, COVID-19, faculty support

Abstract

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined

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Published

2021-04-30

How to Cite

Bartlett, M. E., Warren, C. L., & Chapman, D. D. (2021). Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning. Impacting Education: Journal on Transforming Professional Practice, 6(2), 43–47. https://doi.org/10.5195/ie.2021.158

Issue

Vol. 6 No. 2 (2021): COVID-19 IN THE ACADEMIC ENVIRONMENT

Section

THEMED - COVID-19

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