Factors that Influenced Faculty Satisfaction with Transition to Online Classes during the COVID-19 Pandemic

Authors

Ramaprasad M. Unni, Tennessee State University, USAFollow
David MA Baker, Tennessee State University, USAFollow
Shantia Kerr-Sims, University of Central Missouri, USAFollow
Mohammad Galib, Tennessee State University, USAFollow

Author ORCID Identifier

Ramaprasad M. Unni: https://orcid.org/0000-0002-3586-3303

Mohammad Galib: https://orcid.org/0000-0002-5255-5644

Abstract

The swift transition to remote learning in response to the COVID‐19 pandemic presented substantial challenges for faculty at many universities. This study explores faculty perceptions that influenced their satisfaction with the transition to online classes as a result of the COVID-19 pandemic. Challenges relating to teaching online classes and the supportive environment provided by the institution had the strongest effects. Other important factors were comfort with online teaching and perceived quality of interactions with students. Teaching experience, tenure status, and other demographic variables had no significant effect on satisfaction with transition to online teaching. Application of lessons learned to future emergencies as well as online and blended classes are discussed.

DOI Link

https://doi.org/10.18785/jetde.1701.06

First Page

109

Last Page

129

Ethics Approval

Not Applicable

Declaration Statement

N/A

Recommended Citation

Unni, R. M., Baker, D. M., Kerr-Sims, S., & Galib, M. (2024). Factors that influenced faculty satisfaction with the transition to online classes during the COVID-19 pandemic. Journal of Educational Technology Development and Exchange (JETDE), 17(1), 109-129. https://doi.org/10.18785/jetde.1701.06

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.