Examining Faculty’s Transition to 100% Online Learning During a Pandemic: A Narrative Inquiry

Authors

Christa Ann Banton, University of PhoenixFollow
Jose Garza, University of PhoenixFollow

Abstract

The coronavirus disease (COVID-19) quickly emerged as an unprecedented pandemic that has impacted communities at every level. Although online teaching is not a new concept, many faculty entered new territory as they transitioned into the online learning environment at the onset of the pandemic. This qualitative, narrative inquiry sought to capture the unique experiences of on-ground faculty during the rapid transition into online learning. Through these twenty interviews, some emerging themes included the instability and usage of technology, changes in engagement and participation, and the need for additional student and faculty support. Emerging themes provide insight to future implications related to transitioning to 100% online for faculty. Future research related to students’ experiences is recommended to gain a thorough understanding of both sides.

Keywords

faculty support, teaching, Covid-19, higher education, engagement, flexibility, student support, narrative inquiry

Author Bio(s)

Dr. Christa Ann Banton is a licensed marriage and family therapist and was in private practice. She has been teaching at the university level for the past 17 years and with the University of Phoenix since 2008. Her research interests include mental health, faculty support, diversity related issues, and academic achievement motivation. Please direct correspondence to Drchristabanton@outlook.com.

Jose A. Garza is an administrative professional at The University of Texas Health Science Center in Houston (UTHealth). Particularly, he assists with the daily operations of the emergency medicine department at the McGovern Medical School. Prior to UTHealth, Jose gained healthcare practitioner experience working for the City of Houston as an administrative support employee at a tuberculosis clinic. Please direct correspondence to josegarza1019@email.phoenix.edu.

Publication Date

1-14-2023

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2023.5731

Recommended APA Citation

Banton, C. A., & Garza, J. (2023). Examining Faculty’s Transition to 100% Online Learning During a Pandemic: A Narrative Inquiry. The Qualitative Report, 28(1), 162-176. https://doi.org/10.46743/2160-3715/2023.5731

ORCID ID

0000-0001-7559-9140