Faculty Perception of the Impact of COVID-19: A Descriptive Case Study Analysis
Abstract
The purpose of this study was to get an understanding of college faculty experiences and perceptions of student learning outcomes during forced virtual instruction in the spring 2020 semester. The study was limited to faculty who taught at one of the 18 member institutions of the Association of Kentucky Colleges and Universities (AIKCU). Factors such as the discipline being taught were considered. Other factors considered were faculty experience with virtual instruction, the availability of technology for faculty and students, and the support provided to students and faculty amid the transition to virtual instruction. The survey reviewed responses from each AIKCU respondent. A total of 68 people responded to the survey. There were 11 faculty (16.18%) who were not teaching during spring 2020 and 57 (83.82%) who were teaching during the spring 2020 semester, and they moved forward to complete the survey. The 57 respondents did not participate in each question. The results include the number of participants for each question.
This case study also served to add to the limited body of research about faculty experience and perception as it relates to the impact Covid-19 had in the spring 2020 semester when face-to-face instruction transitioned abruptly to Emergency Remote Teaching (ERT). The researcher used a questionnaire for data collection, a non-experimental descriptive approach. The
information collected adds to the growing body of literature on the challenges faced and feelings experienced by faculty during the Covid-19 pandemic. The case study revealed a number of interesting findings. This study supported other research by capturing faculty experiences. A number of faculty expressed a lack of knowledge in virtual instruction, while many also indicated less familiarity with the technology required once ERT began. Faculty struggled with the loss of connectivity with students. At least 50% of the respondents felt academic integrity declined. Additionally, faculty shared an increase in tiredness, more demand on their time, and increased family responsibilities. According to the case study, AICKU faculty, though weary, continued to focus on teaching the course content.
However, faculty perception indicated student learning outcomes were not achieved during the spring 2020 semester. Faculty felt hindered by the loss of hands-on learning, clinical experiences, and field opportunities for students. Finally, this case study provided feedback from faculty regarding academic deficits some students may have moving forward, and how to potentially combat those. Additionally, faculty responses provided new techniques and tools that may be used in the future to supplement virtual learning.