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Title:
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EMERGENCY ELEARNING DURING A PANDEMIC:
TALES OF A FORCED TRANSITION |
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Author(s):
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Gerald E. Evans, Daniel C. Evans and Michael V. Harrington |
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ISBN:
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978-989-8704-29-0 |
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Editors:
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Miguel Baptista Nunes and Pedro Isaias |
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Year:
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2021 |
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Edition:
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Single |
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Keywords:
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Emergency eLearning, Online Education, Proctoring, Engagement, Flexibility |
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Type:
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Full |
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First Page:
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15 |
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Last Page:
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22 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19
pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face
instruction is followed by a series of reports on the experiences of 10 faculty in making the change from traditional
instruction to various modalities of eLearning. The methodology employed is an adaptation of the grounded theory
approach used in sociology. The results indicate that the primary advantages to the transition to eLearning were the
flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the
pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the
significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the
faculty and students made the transition smoother. |
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