Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing the Gap With Targeted Professional Development

• Bonnie J. Covelli ^[1] ; Sudipta Roy ^[1]
  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
• DOI: 10.18870/hlrc.v12i2.1340
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• 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.