The effect of the COVID pandemic on faculty adoption of online teaching: reduced resistance but strong persistent concerns
This article examines a case study regarding pre- and post-COVID-19 faculty adoption patterns for online teaching. It is based on a usable sample of 184 faculty from a relatively typical, teaching/research institution, in which the bulk of the faculty had some modest level of hybrid or fully online...
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| Autores principales: | , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Taylor & Francis Group
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/bfe6617c408a465394f3d976a8d7af4b |
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| Sumario: | This article examines a case study regarding pre- and post-COVID-19 faculty adoption patterns for online teaching. It is based on a usable sample of 184 faculty from a relatively typical, teaching/research institution, in which the bulk of the faculty had some modest level of hybrid or fully online teaching. The Unified Theory of Acceptance and Use of Technology (UTAUT)is used as the framework for the analysis for this descriptive case. The findings indicate that the trajectory of increasing online teaching is likely to continue and grow, despite reasonable and persistent faculty concerns. Based on the case study and literature, twenty recommendations are provided that can encourage faculty adoption and promote high quality online implementation systems. |
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