COMMUNITY COLLEGE FACULTY EXPERIENCES DURING THE COVID-19 EMERGENCY TRANSITION TO ONLINE TEACHING

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dc.contributor.advisorPaek, Seungoh
dc.contributor.authorTabuchi, Candace Mililani
dc.contributor.departmentLearning Design and Technology
dc.date.accessioned2024-02-26T20:14:05Z
dc.date.available2024-02-26T20:14:05Z
dc.date.issued2023
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/107911
dc.subjectEducational technology
dc.subjectCommunity college education
dc.titleCOMMUNITY COLLEGE FACULTY EXPERIENCES DURING THE COVID-19 EMERGENCY TRANSITION TO ONLINE TEACHING
dc.typeThesis
dcterms.abstractThe rapid shift to online teaching due to the COVID-19 pandemic impacted Institutions of Higher Education (IHE) across the globe. Educators faced an unprecedented shift from traditional to online classrooms. This basic interpretive study aimed to understand the experiences and perspectives of community college faculty in a public university system in Hawai`i during the transition. To achieve this goal, this study examined the challenges and opportunities faced by community college faculty during the pandemic. Importantly, this study examined the role of Online Professional Development (OPD), how OPD supported community college faculty’s implementation of the Community of Inquiry (CoI), and how OPD promoted the application of 21st-century skill development in the transition. The data was collected through semi-structured interviews with 11 faculty members from Liberal Arts and Humanities (LaH) and Career Technical Education (CTE) programs with no prior online teaching experience before the emergency transition. Findings from this study reflected faculty experiences and attitudes towards the transition as challenging and filled with uncertainty. They further illustrated how OPD provided faculty with techniques on how to interact with and engage students using technological tools to encourage communication and collaboration; however, most participants voiced a preference for in-person over online teaching. That is, while faculty relayed their confidence in the application of newly acquired technical skills, online teaching was not an optimal choice for most participants. These findings have several practical implications for educational institutions, professional development coordinators, educators, and students in the shift to increased online education. This study also suggested that further incorporation of the CoI and 21st-century competencies in online teaching may contribute to strategies that will foster the progressive development of effective online learning communities.
dcterms.extent169 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hawii:11981

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