“Like Throwing Darts at a Dartboard”: A Literature Synthesis of Higher Education Instructors’ Interactions in the Transition to Online Teaching
DOI:
https://doi.org/10.24059/olj.v29i4.4274Keywords:
Online Courses, Higher Education, Teaching Experience, Modality Transition, Online Teaching, Asynchronous, SynchronousAbstract
In this literature synthesis, we reviewed qualitative research studies that captured rich descriptions of instructors’ experiences in higher education (HE) as they transitioned from traditional in-person classrooms to online learning environments. We identified articles for review by conducting an ERIC database search that targeted qualitative research since 2010, using terms related to online education, higher education, teacher experience, qualitative research, and change. A careful screening with exclusion/inclusion criteria resulted in 31 articles. The sample represents the lived experiences of more than 200 instructors across various articles representing HE disciplines and contexts. The articles were analyzed for emerging themes in their reported challenges and successes, especially with respect to teachers’ interactions with learners and content. The instructor-participants in the research literature experienced varying levels of satisfaction in designing and facilitating online classes and navigating available technology, with most finding the transition process time consuming and effort intensive. They likewise experienced a range of success in their interactions with their online classes and individual students. Some instructors found opportunities for rich connections in online discussions and one-to-one communication while others struggled to feel a sense of community or perceive students’ needs. These faculty experiences, though collected from many bounded qualitative studies, suggest that teachers new to online classrooms share many challenges in their interactions with students and content. This synthesis offers recommendations for research and practice in higher education, emphasizing how potential online instructors and their institutions can deepen their understanding of the faculty transition to online teaching and collaborate to provide meaningful support.
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