Exploring the Stories of Staff of a Center for Teaching and Learning in Supporting Faculty Migrating Face-to-Face Courses to Online During the COVID-19 Pandemic
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| Publicado no: | ProQuest Dissertations and Theses (2025) |
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| Acesso em linha: | Citation/Abstract Full Text - PDF |
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| Resumo: | The COVID-19 pandemic (hereinafter “the pandemic”) that began in March 2020 posed unprecedented challenges to higher education globally. Courses intended to be offered face-to-face had to be offered remotely online. While we know Centers for Teaching and Learning (CTLs) were critical in ensuring faculty were able to transition to this new context effectively, there is little research on how the lessons learned in the process continue to impact CTLs’ planning and instructional design practices for the future. The purpose of this qualitative narrative study was to examine the stories of CTL leadership and instructional designers at a large, private IHE in supporting faculty migrating face-to-face courses to remote online delivery during the pandemic and how what they learned during the pandemic has impacted their planning and instructional design services. This study focused on the CTL leaders’ and instructional designers’ perspectives on aligning online pedagogy with inclusive practices, including UDL principles and culturally responsive teaching/culturally relevant pedagogy. The overarching question for this narrative study was: how do the experiences of CTL leaders and instructional designers during the pandemic inform how they support online teaching post-pandemic? The following sub-questions guided the study: (a) what lessons did CTL leaders and instructional designers learn during the pandemic from supporting faculty transitioning from face-to-face instruction to online learning? (b) how has what CTL leaders and instructional designers learned during the pandemic impacted their strategic plans related to continued support for faculty engaged in online learning? (c) how has what CTL leaders and instructional designers learned during the pandemic impacted their practices related to support for faculty engaged in online learning? Through analysis of interviews and artifacts from seven CTL staff members, the researcher identified three themes: (a) CTL’s phased response; (b) the intersection of pedagogy, social justice, and faculty development; and (c) strategic planning for the future of teaching and learning. The results of the study included (a) the pandemic accelerated and focused the integration of pedagogy, social justice, and faculty development on online learning; (b) the CTL shifted toward student-centered and flexible learning environments; (c) the CTL’s post-pandemic strategic planning for flexibility, agility, and innovation was heavily influenced by staff’s pandemic experience; and (d) the CTL is committed to balancing innovation with traditional teaching and learning. Based on the results, the researcher offers recommendations for practice and future research. |
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| ISBN: | 9798286449446 |
| Fonte: | ProQuest Dissertations & Theses Global |