Assessing Academics' COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory

Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics' transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a "new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative. © The Author(s) 2023.

Engaging learners in the emergency transition to online learning during the COVID-19 pandemic

Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical separation of instructors and students that resulted due to the pandemic. Among the fourteen articles published in this special issue on online learner engagement during COVID-19, three major themes emerged, including: (1) theories and frameworks to engage online learners, (2) characteristics of learners in various educational contexts, and (3) the selection of strategies and provisions of support in the engagement of learners during this quick transition to online or remote learning.

On Becoming an Online University in an Emergency Period: Voices From the Students at a State University

This study purposes to examine the emergency transition to distance education during the COVID-19 pandemic from the perspective of university students. Based on this purpose, university students were asked open-ended questions about their distance education experience during the COVID-19 pandemic. Transactional Distance Theory was used as the theoretical framework to form the questions and interpret the findings. 441 university students from a state university participated in the study, and 1443 comments were analysed by using text mining techniques. The findings of the study have revealed that students acknowledge the rapid transition positively, but they have also indicated that the effectiveness of distance education is low. The reason for the ineffectiveness was observed as the lack of interactive elements in the content and the low level of communication between faculty members and students. As a result of the findings of the study, several recommendations on how institutions can take precautions are presented.

Assessment of the factors affecting health profession students' emergency transition during the COVID-19 pandemic: A cross-sectional study.

Objective: This study aimed to identify the factors that affected health profession students' emergency transition during the COVID-19 pandemic and to explore strategies that may help students be better prepared for any future health crises. Participants: This study population included 73 students that were originally enrolled in one online section (n = 49) and one face-to-face section (n = 24) of a healthcare administration course before the transition. Methods: The cross-sectional study was conducted and the anonymous survey data were analyzed using SPSS and a Man-Whitney U test. Results: Of the 73 students, 48 completed the survey, with a response rate of 66% (48/73). There was a statistically significant difference in the perceived COVID-19 impact (z=-3.339, p = 0.001) and difficulty transitioning during the pandemic (3-2.142, p = 0.032) between both groups. The top three hindering factors were stress and anxiety, difficulty focusing on studying at home, and time management due to uncertainty. Conclusions: The study findings suggest strategies that may help students with adequate knowledge and capabilities in managing stress, anxiety, and unprecedented challenges in the future.