The Impact of Digital Readiness, Teaching Methods, and Instructor Feelings and Experiences on Student Self-Directed Learning in Virtual Course Modalities During the Covid-19 Pandemic: A Qualitative Investigation of Community College Faculty Perceptions
Abstract
The Covid-19 pandemic in the Spring 2020 semester heralded unprecedented changes to higher education institutions. Most colleges and universities across the globe moved to emergency remote or synchronous online courses for the remainder of the Spring 2020 semester and continued with virtual course modalities, namely fully online and Hyflex, during the 2020- 2021 academic year. The move to virtual modalities required students to demonstrate self- directed learning orientations, which presented questions about how the unique and challenging circumstances faculty faced during the pandemic affected their ability to serve students’ learning needs, as well as faculty perceptions of how students performed. The purpose of this qualitative study was to examine community college faculty perceptions of teaching in virtual modalities during the Covid 19 pandemic, focusing on the potential impact of digital literacy, teaching methods, and faculty feelings and experiences on student SDL skill development.
Subject
self-directed learningvirtual modalities
community college
faculty
Covid-19, pandemic
digital literacy
hyflex
qualitative
teaching methods
mental health
Citation
Livingston, Miranda A. (2022). The Impact of Digital Readiness, Teaching Methods, and Instructor Feelings and Experiences on Student Self-Directed Learning in Virtual Course Modalities During the Covid-19 Pandemic: A Qualitative Investigation of Community College Faculty Perceptions. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /197160.