College faculty experiences with online teaching during the COVID-19 pandemic

Jennifer Rogers, Kristin Reid, Dina Byers, Summer Cross, Anna Fowler, Janice Thurmond, Dana Todd


Objective: The COVID-19 pandemic led to a rapid transition in operations for higher education institutions. The delivery of traditional teaching methods shifted to online instruction. Much of the research has explored student experiences during COVID-19 pandemic. The purpose of this project was to explore faculty experiences with COVID-19 in a Midwest state within the United States.

Methods: The team utilized a convenience sample of faculty employed at colleges and universities in a Midwest state that taught in the spring of 2020. An email was sent to the faculty, informing them about the nature and purpose of the study and the criteria for participation along with a link to the survey. The survey was a 33-item online survey utilizing Qualtrics®.

Results: The sample size for this study was N = 329. Majority of respondents (n = 89) felt that the transition to online learning was difficult. Lastly, common challenges reported were communication with students and peers and isolation.

Conclusions: Understanding faculty experiences during the COVID-19 pandemic is essential to future teaching curriculum. The majority of faculty felt that transition to online learning was difficult and affected their mental wellbeing. Communication with students was identified as the biggest challenge for faculty. Yet, faculty felt as though student grades were not affected. As future curriculum and faculty experiences are explored, an emphasis on improving student-faculty communication must be priority. Exploration regarding mental wellness services and resources should be considered for faculty within higher education institutions.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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