Date of Conferral

4-24-2026

Degree

Ph.D.

School

Human Services

Advisor

Nicole Hamilton

Abstract

The COVID-19 pandemic significantly disrupted higher education, requiring institutions to rapidly transition to virtual learning environments and leaving faculty to manage increased workloads, stress, and challenges related to instructional quality and student engagement. The problem in this study is traditional faculty continue to experience these challenges in the post pandemic academic landscape, with implications for faculty wellbeing and student success. The purpose of this qualitative generic study was to explore experiences of traditional college faculty members educating students while transitioning from in-person to virtual learning environments post-COVID-19. Guided by the ecological systems theory, multilevel influences on faculty experiences were examined. Data were collected from faculty at one university in Tennessee and a campus in Texas and analyzed using Braun and Clarke’s six-phase thematic analysis. Nine themes were identified: faculty responsibilities, social interactions, resources and support, academic integrity, higher education post-COVID-19, burnout, teaching preference and experience, student engagement and education gaps, and learning formats. Participants reported increased responsibilities, instructional challenges, and a need for additional resources, training, and institutional support. Recommendations include targeted training, strengthened support systems, and responsive policies. Future researchers should include more diverse samples, mixed-methods approaches, and examination of academic integrity and evolving instructional practices. These findings have implications for institutional strategies to enhance teaching effectiveness, support faculty wellbeing, and improve student learning outcomes in virtual learning environments.

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