Strengthening Scholarship Through Qualitative Research: Faculty Stress Management in Asynchronous Learning Environments

Format Type

Plenary

Format Type

Panel

Start Date

12-1-2021 11:15 AM

End Date

12-1-2021 12:05 PM

Abstract

The COVID-19 pandemic necessitated rapid transition to online teaching and accentuated faculty challenges including work/life balance, proficiency with technology, curriculum development, perceptions of isolation, and classroom performance review. Effective instruction of online courses requires faculty to be well-organized, provide timely feedback, engage students with course-related resources, communicate with students, and maintain an active presence in the online classroom. The purpose of this qualitative descriptive case study is to identify stress management techniques used by online faculty to mitigate stressors associated with teaching in the asynchronous online learning environment. Findings may help faculty and academic leadership optimize stress appraisal and develop effective interventions.

Keywords

online faculty, stress management, academic leadership, asynchronous learning environment, stressors

Comments

References

Besser, A., Lotem, S., & Zeigler-Hill, V. (2020). Psychological stress and vocal symptoms among university professors in Israel: Implications of the shift to online synchronous teaching during the COVID-19 pandemic. Journal of Voice.

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Crawford, B. J., & Simon, M. S. (2020, May 21). Law faculty experiences teaching during the pandemic. St. Louis University Law Journal, Forthcoming, Available at SSRN: https://ssrn.com/abstract=3606843 or http://dx.doi.org/10.2139/ssrn.3606843

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Han, J., Perron, B. E., Yin, H., & Liu, Y. (2020). Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction. Higher Education Research & Development, 1-16.

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Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28.

Zeeshan, M., Chaudhry, A. G., & Khan, S. E. (2020). Pandemic Preparedness and techno-stress among faculty of DAIs in Covid-19. SJESR, 3(2), 383-396.

ORCID ID

0000-0003-0828-9884

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Jan 12th, 11:15 AM Jan 12th, 12:05 PM

Strengthening Scholarship Through Qualitative Research: Faculty Stress Management in Asynchronous Learning Environments

The COVID-19 pandemic necessitated rapid transition to online teaching and accentuated faculty challenges including work/life balance, proficiency with technology, curriculum development, perceptions of isolation, and classroom performance review. Effective instruction of online courses requires faculty to be well-organized, provide timely feedback, engage students with course-related resources, communicate with students, and maintain an active presence in the online classroom. The purpose of this qualitative descriptive case study is to identify stress management techniques used by online faculty to mitigate stressors associated with teaching in the asynchronous online learning environment. Findings may help faculty and academic leadership optimize stress appraisal and develop effective interventions.