The Impact and Process of Transition from Face-to-Face to Online Teaching During a Pandemic: A Grounded Theory Approach

Abstract

Abstract

The COVID-19 pandemic required a “rethinking and retooling” of many educational interactions, especially in schools that offer primarily face-to-face educational models. The sudden necessity for altering teaching formats and styles created challenges and opportunities for faculty and their students. There is little understanding of the impact the abrupt switch had on faculty and students, or the process by which the transition took place. The purpose of this study was to develop a theory about the impact on and the processes used by faculty for implementing online education in response to the pandemic. A total of 24 faculty members from a private southeastern university that primarily uses a face-to-face educational model were interviewed. The grounded theory methods of Corbin and Strauss (2015) and Charmaz (2014) were used to inform the inquiry. The unexpected transition to online teaching impacted faculty and students personally, professionally, and academically. Faculty readiness to teach online was highly dependent on perceptions of self-efficacy, which in turn affected their perceptions of the transition. Study findings reinforce the need for university administrators to provide faculty with structured pedagogical support specifically technological and instructional design assistance, dedicated time to learn and incorporate instructional changes, and mental health services to care for themselves and their students during times of crisis. Determining the process by which the transition took place provides insight regarding both transition facilitators and barriers, which can inform future educational delivery and evaluation.