"We are all in this together": Remote teaching and learning self-efficacy during Covid-19

This study uses a sequential explanatory mixed method case study approach to explore feelings of self-efficacy about learning and teaching during the shift to emergency remote instruction among faculty and students at Chestnut University (pseudonym), a large, private, comprehensive research university in the Mid-Atlantic region of the United States during Spring 2020. New modalities for teaching and learning resulting from the shift to emergency remote instruction rendered many classroom-based experts online novices. This study found that, in general, most faculty and students at Chestnut University reported high levels of self-efficacy teaching and learning online. Factors such as age, gender, previous experience teaching and learning in virtual spaces, and having a dedicated workspace for online teaching and learning influenced feelings of self-efficacy. © 2022, IGI Global. All rights reserved.

“IT’S A HEAVY LIFT”: HOW UNIVERSITY FACULTY AND STUDENTS EXPERIENCED EMERGENCY REMOTE TEACHING DURING COVID-19

This mixed method, sequential explanatory study seeks to explore how faculty and students at a comprehensive university in a Mid-Atlantic American city were impacted by the shift to emergency remote teaching and learning during the spring of 2020. Data were collected through surveys, follow-up focus groups, and individual interviews. We tracked which technologies and teaching and learning supports faculty and students used when moving to emergency remote teaching and learning. Faculty and students reported overall positive experiences despite the challenges associated with the transition. Participants favored technologies that attempted to mirror the face-to-face experience and encouraged social presence. Quantitative and qualitative findings collectively indicated that participants were focused on variables that impacted student learning and fostered adaptions and accommodations in response to the needs of the university community during the COVID-19 pandemic. Lessons learned from this study offer universities evidence-based ways to engage and support teaching and learning processes even after the pandemic is over. © 2022, Grand Canyon University. All rights reserved.