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Teaching During the COVID-19 Pandemic: A Multiple Case Study Exploring Faculty Experiences in Fostering Positive Interaction with U.S.-Based Undergraduate Students

Bullock, Lauren J.
http://orcid.org/0000-0002-4813-1689
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719223544004364

Abstract Details

2024, Ph.D., Antioch University, Leadership and Change.
COVID-19 changed how faculty members approached teaching in higher education in the United States. This study specifically looks at the changes in faculty-student interaction (FSI) during the COVID-19 pandemic. While extensive literature exists on the topic from the student perspective, the disruption in education necessitated a more extensive study of the faculty perspective. A multiple-case study methodology was employed to explore the experiences of a small cohort of faculty members at a single institution and how they fostered positive interactions with students from Spring 2019 through Spring 2023. The data collected included semi-structured interviews, course syllabi, teaching philosophies, and a pre-interview questionnaire with demographic data. The findings revealed that faculty initially faced hurdles engaging with students but swiftly devised strategies to adapt. Their approaches primarily emerged from internet searches and conversations with other faculty in their communities of practice. Additionally, faculty members who taught prior to the pandemic used their prior teaching experience but also credited having access to course materials designed for online learning as a strategy for positive interaction. Finally, returning to in-person teaching with social restrictions presented significant challenges in comparison to teaching online. A key implication for practice is requiring faculty to teach asynchronous courses periodically to ensure familiarity with best practices for online learning and access to updated teaching materials. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
Jon Wergin, PhD (Committee Chair)
Harriet Schwartz, PhD (Committee Member)
Kristan Cilente Skendall, PhD (Committee Member)
231 p.
Adult Education; Art Education; Business Administration; Business Education; Communication; Curricula; Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Sociology; Educational Technology; Gender Studies; Health; Higher Education; Higher Education Administration; Multicultural Education; Pedagogy; Public Health; Social Research; Teaching; Technology
faculty-student interaction; student-faculty interaction; COVID-19 pandemic; pandemic pedagogy; coronavirus; disasters; remote teaching; sustainable remote teaching; online instruction; higher education; leadership

Recommended Citations

Citations

  • Bullock, L. J. (2024). Teaching During the COVID-19 Pandemic: A Multiple Case Study Exploring Faculty Experiences in Fostering Positive Interaction with U.S.-Based Undergraduate Students [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719223544004364

    APA Style (7th edition)

  • Bullock, Lauren. Teaching During the COVID-19 Pandemic: A Multiple Case Study Exploring Faculty Experiences in Fostering Positive Interaction with U.S.-Based Undergraduate Students. 2024. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719223544004364.

    MLA Style (8th edition)

  • Bullock, Lauren. "Teaching During the COVID-19 Pandemic: A Multiple Case Study Exploring Faculty Experiences in Fostering Positive Interaction with U.S.-Based Undergraduate Students." Doctoral dissertation, Antioch University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1719223544004364

    Chicago Manual of Style (17th edition)

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© 2024, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.