Enhancing Faculty Confidence in Online Teaching: The Impact of Faculty Learning Communities During the COVID-19 Transition

Abstract

The COVID-19 pandemic drove a rapid shift to online teaching in higher education, prompting a profound transformation. This study examines its impact on faculty confidence, pedagogy, and institutions. We investigate the effectiveness of Faculty Learning Communities (FLCs) in aiding faculty adaptation to online teaching. We analyze faculty confidence and readiness changes using mixed methods, including pre-and post-surveys (n=92). Results show a significant post-FLC increase in confidence, emphasizing the importance of targeted professional development. Prior online teaching experience correlates positively with confidence. The paper explores implications for faculty development within the context of higher education’s digital transformation, including faculty ability to adapt to different teaching modalities through the acquisition of technological pedagogical tools. We highlight the pivotal role of technology and organizational systems in fostering faculty technological innovation amidst crises.