Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Lynne Orr
Abstract
The problem addressed in this study was the challenges of the transition of courses to online platforms during the COVID-19 pandemic. The purpose of this basic qualitative study was to collect and examine the experiences of XYZ (pseudonym) faculty who transitioned their courses to online learning platforms in response to the COVID-19 pandemic. Piaget’s constructivism was the conceptual framework of this project. The research questions examined the experiences of college faculty members about previous knowledge that contributed to the transition of courses using online platforms. Ten research participants were selected using purposeful sampling while conducting semistructured interviews. Content thematic analysis was employed for data analysis with findings to answer the research questions, revealing six major themes: (a) unprepared for online instruction; (b) lack of support and training; (c) faculty attitudes towards Moodle; (d) student issues; (e) internet connectivity, accessibility to technology, and technical support; and (f) accessible information. A 3-day professional development was created to train faculty on how to effectively transition to online instructions using Moodle and online pedagogy. The findings from this study can contribute to positive social change for educators and administrators to understand the barriers that impacts the performance of educators transitioning to online instructions in response to a future crisis.
Recommended Citation
Ah Chee-Toeava, Rosie, "How College Faculty Adapted Instruction to Online Learning During the COVID-19" (2022). Walden Dissertations and Doctoral Studies. 13147.
https://scholarworks.waldenu.edu/dissertations/13147
