Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning
North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2021-04-01
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| Series: | Impacting Education |
| Subjects: | |
| Online Access: | http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/158 |
| _version_ | 1818176420863541248 |
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| author | Michelle E. Bartlett Carrol L. Warren Diane D. Chapman |
| author_facet | Michelle E. Bartlett Carrol L. Warren Diane D. Chapman |
| author_sort | Michelle E. Bartlett |
| collection | DOAJ |
| description | North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined |
| first_indexed | 2024-12-11T20:15:55Z |
| format | Article |
| id | doaj.art-4684db230dff4be9ba1b3e8d9c70f12c |
| institution | Directory Open Access Journal |
| issn | 2472-5889 |
| language | English |
| last_indexed | 2024-12-11T20:15:55Z |
| publishDate | 2021-04-01 |
| publisher | University Library System, University of Pittsburgh |
| record_format | Article |
| series | Impacting Education |
| spelling | doaj.art-4684db230dff4be9ba1b3e8d9c70f12c2022-12-22T00:52:11ZengUniversity Library System, University of PittsburghImpacting Education2472-58892021-04-0162434710.5195/ie.2021.158158Supporting Postsecondary Faculty Transition to Rapid Online Teaching & LearningMichelle E. Bartlett0Carrol L. Warren1Diane D. Chapman2North Carolina State UniversityNorth Carolina State UniversityNorth Carolina State UniversityNorth Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examinedhttp://impactinged.pitt.edu/ojs/ImpactingEd/article/view/158rapid online teaching & learningquick transitioncovid-19faculty support |
| spellingShingle | Michelle E. Bartlett Carrol L. Warren Diane D. Chapman Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning Impacting Education rapid online teaching & learning quick transition covid-19 faculty support |
| title | Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning |
| title_full | Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning |
| title_fullStr | Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning |
| title_full_unstemmed | Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning |
| title_short | Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning |
| title_sort | supporting postsecondary faculty transition to rapid online teaching learning |
| topic | rapid online teaching & learning quick transition covid-19 faculty support |
| url | http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/158 |
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