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