Pedagogical transitions experienced by higher education faculty members – “Pre-Covid to Covid”

Abstract

Purpose

This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.

Design/methodology/approach

This is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.

Findings

The authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.

Practical implications

The findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.

Originality/value

The interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

Citation

Pandya, B., Patterson, L. and Cho, B. (2022), "Pedagogical transitions experienced by higher education faculty members – “Pre-Covid to Covid”", Journal of Applied Research in Higher Education, Vol. 14 No. 3, pp. 987-1006. https://doi.org/10.1108/JARHE-01-2021-0028