Digital Object Identifier
10.18870/hlrc.v12i2.1340
ORCID
Covelli, 0000-0002-9514-5784
Roy, 0000-0001-6595-7397
Abstract
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.
Recommended Citation
Covelli, B. J.,
&
Roy, S.
(2022).
Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing the Gap With Targeted Professional Development.
Higher Learning Research Communications, 12 (2).
DOI:10.18870/hlrc.v12i2.1340
Included in
Higher Education and Teaching Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
