"College Faculty Perceptions of the Challenges of Online and Virtual In" by Joyceline Resha Poole-Dudley

Date of Conferral

1-28-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sydney Parent

Abstract

The problem addressed through this study is that faculty at a local college in the southern United States experienced challenges adjusting teaching modality from face-to-face to online following the pandemic. The purpose of this basic qualitative study was to explore the perceptions of college faculty about the challenges they have experienced and recommendations for adjusting teaching modality from face-to-face to online at a local southern college. The conceptual framework was Dawis and Lofquist’s theory of work adjustment. Using a basic qualitative design, data were collected through semistructured interviews with nine faculty who were selected using purposeful sampling. Open and axial coding was used with the following themes emerging: (a) students' lack of technology skills as well as distractions and lack of engagement during remote work; and (b) faculty issues with their ability to connect with students, maintain their mental health while having received limited training and support for the increased workload, a lack of peer collaboration, training, workshops, networking and peer groups, and teacher incentives. A policy recommendation was developed to help college administration enhance faculty effectiveness and student preparedness. Positive social change from this study may help create ongoing training programs for college faculty and students, offering continuous support to enhance academic success, professional development, and future challenges.

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