Abstract
Online learning is not new to higher education, but the rapid transition from face-to-face instruction to virtual course delivery in the middle of an academic term due to the COVID-19 pandemic exposed the need for better training and preparation (Mseleku, 2020). This qualitative study explored the experiences of speech and communication faculty members (N = 5) who were required to swiftly transition to online teaching with short notice. Based on faculty perspectives, findings reveal the need for recognizing different pedagogical approaches to distance education, the need for more faculty training to teach online, the need for engagement and interaction with students online, and the need for peer mentoring among faculty for optimal professional development.
Recommended Citation
Ratcliff, A. (2021). Speaking of Disruption: Experiences of Speech Faculty in Transitioning Face-to-Face Courses to Remote Instruction. The Journal of Advancing Education Practice, 2(1). https://openriver.winona.edu/jaep/vol2/iss1/2
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
