Exploring the Impact of University Student Engagement on Junior Faculty's Online Teaching Anxiety and Coping Strategies during COVID-19

ABSTRACT

(1) Background: When online teaching or blended teaching becomes the new normal in college teaching and learning during the pandemic phase, how to cope with teaching anxiety and enhance online student engagement has been frequently discussed among scholars and practitioners. (2) Methods: This qualitative study aims to investigate the impact of online college student engagement on junior faculty's online teaching anxiety in the pandemic era, with an emergent shift to online teaching as a new normal for higher education. The study analyzed the ways junior faculty adapted to enhance online student engagement and cope with anxiety-provoking sources. (3) Results: Online teaching anxiety may occur at the beginning of the semester or during a large amount of assessment and marking and can also occur with student complaints and the inactive online engagement of students. Student engagement is the most challenging pedagogical issue during online teaching, especially social and emotional engagement. (4) Conclusion: This study recommends that peer mentoring and university-level faculty professional development services are effective strategies to reduce junior faculty's teaching anxiety. Pedagogy training and support should provide faculty with hands-on activities with problem-solving toolkits that they can take away to their own teaching.