Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study
Medha Anant Joshi1, Pushpanjali Krishnappa2, Avinash Vasudev Prabhu1
1Faculty (Life & Allied Health Sciences), M.S Ramaiah University of Applied Sciences, Bengaluru, India.
Medical Journal, Armed Forces India
|June 15, 2022
Summary
Faculty satisfaction with Emergency Remote Teaching (ERT) during the COVID-19 pandemic was high, driven by faculty training and preparedness. Institutions should enhance IT support and faculty development programs for better online teaching adaptation.
Area of Science:
- Education
- Pandemic Response
- Online Learning
Background:
- The COVID-19 pandemic necessitated a rapid shift to Emergency Remote Teaching (ERT) for educators with limited prior experience.
- Faculty members were compelled to adopt new teaching methodologies due to mandates from governing bodies.
Purpose of the Study:
- To explore factors influencing faculty satisfaction with ERT.
- To identify challenges faced by faculty during ERT.
- To gather suggestions for improving online teaching effectiveness.
Main Methods:
- A modified survey tool was developed and validated for ERT.
- Exploratory Factor Analysis (EFA) was used to identify key factors.
Main Results:
- Four significant factors for faculty satisfaction were identified: faculty-student interaction, IT support, faculty training, and preparedness.
- Faculty training emerged as a highly influential factor.
- Most faculty members reported satisfaction with ERT, emphasizing the need for institutional support in capacity building and IT infrastructure.
Conclusions:
- The modified survey effectively captured faculty perceptions of ERT.
- Faculty adapted quickly but highlighted the need for improved IT support and faculty development programs.
- Training for students in online learning was also recommended by faculty members.
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