Capturing the Personal and Pedagogical Experiences of Faculty During Emergency Response Teaching at a Research University in Abu Dhabi

Authors

  • Dr. David Dalton Khalifa University of Science and Technology
  • Dr. Asli Hassan
  • Sami B Mejri Northcentral University
  • Dr. Amani Omer Khalifa University of Science and Technology

DOI:

https://doi.org/10.32674/jcihe.v15i3.4691

Keywords:

COVID-19, pedagogy, mental health, communication, information technology, student engagement

Abstract

The purpose of this qualitative study was to examine the teaching experiences and emotional well-being of faculty at a research university in the United Arab Emirates (UAE). The study took place during Emergency Response Teaching due to the global pandemic and its implications on instruction and learning. A 60-question-line interview questionnaire was disseminated to 400 faculty members during the spring semester of 2020. 26 faculty members (6.5%) completed the interview questionnaire. Results showed evidence of a range of pandemic-related, negative impacts on the faculty’s experiences and feelings. Many faculty respondents were challenged and frustrated in terms of being able to respond to a range of issues and themes identified in the study. The discussion focused on the development of preemptive approaches which might be developed for future use should a comparable situation arise.

Downloads

Download data is not yet available.

References

Allen, I. E., & Seaman, J. (2010). Learning on Demand. Bayview Analytics https://www.bayviewanalytics.com/reports/learning-on-demand.pdf

Allen, I. E. & Seaman, J. (2013) Going the Distance: Online Education in the United States, 2011[online]. Sloane Consortium website. Retrieved from http://sloanconsortium.org/publications/survey/going_distance_2011

Aperribai, L., Cortabarria, L., Aguirre,T., Verche,E and Borges, A. (2020). Teachers’s Physical Activity and Mental Health During Lockdown Due to the Covid 2019 Pandemic. Frontiers in Psychology., 11 November 2020. Available: https://doi.org/10.3389/fpsyg.2020.577886

Aydin, H. (2013) Interaction between teachers and students in online learning. Journal of Environmental Protection and Ecology 14(3):1337-1352

Bekirogullari, Z. (2019). Employees’ Empowerment and Engagement in Attaining Personal and Organizational Goals. The European Journal of Social & Behavioral Sciences 26(3):3032-3047

Cabassud, C., Line, A., & Hebrard, G. (2020). Attempts, successes, and failures of distance learning in the time of covid-19. Journal of Chemical Education, 97(9), 2448–2457. https://doi.org/10.1021/acs.jchemed.0c00717

Castelli,F,R,. And Sarvary, M,A. 2021. Why Students do not Turn on their Video Cameras During Online Classes and an Equitable and Inclusive Plan to Encourage them to do so. Ecology and Evolution. https://onlinelibrary.wiley.com/doi/full/10.1002/ece3.7123

Castells, M. (2001). The Internet galaxy: reflections on the Internet, business, and society. Oxford University Press.

Chakraborty, M and Muyia Nafukho, F. Strengtening student engagement: What do student want in online courses? European Journal of Training and Development, Oct 2014, 38/9

Chaudhry, I. S., Paquibut, R., Islam, A., & Chabchoub, H. (2021). Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic. International

Journal of Educational Technology in Higher Education, 18(1), 1–21. https://doi.org/10.1186/s41239-021-00283-w

De Koenig, R et al (2021) Survey Fatigue During the COVID-19 Pandemic: An Analysis of Neurosurgery Survey Response Rates. Frontiers in Surgery 8: 690680. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8388838/

Dietrich, N., Kentheswaran, K., Ahmadi, A., Teychene, J., Bessiere, Y., Alfenore, S., Laborie, S., Bastoul, D., Loubiere, K., Guigui, C., Sperandio, M., Barna, L., Paul, E.,

Downes, S. (2005, December 22). An introduction to connective knowledge. Stephen’s Web. http://www.downes.ca/cgi-bin/page.cgi?post=33034

Feldman, E. (2021). Virtual Internships During the COVID‐19 Pandemic and Beyond. New Horizons in Adult Education & Human Resource Development, 33(2), 46–51. https://doi.org/10.1002/nha3.20314

Filho, W. L., Wall, T., Rayman-Bacchus, L., Pritchard, D. J., Lovren, V. O., Farinha, C., Petrovic, D. S. and Balogun, A. (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study. BMC Public Health, 21, 1213 https://doi.org/10.1186/s12889-021-11040-z

Guth, D. J. (2020). High-tech, High-touch: IT and distance ed departments work together to deliver curriculum during the pandemic. Community College Journal, 91(1), 24–28. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=145311047&site=eds-live&scope=site.

Haythornwaite, C. (2006) Facilitating collaboration in online learning. Online Learning 10(1)

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., et al. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry 7, 547–560.

Hurley, Z. June 2020. Showing Their Faces Online Is Difficult for Some Arab Women: Educators Must Respond. Al-Fanar Media. Online available at: https://www.al-fanarmedia.org/2020/06/showing-their-faces-online-is-difficult-for-some-arab-women-educators-must-respond.

Jhonson, S, 2020. On or off? California schools weigh webcam concerns during distance learning. EdSource. Online, available at: https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984. Accessed April 2021.

Ke, F., & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97-122. doi: 10.2190/EC.48.1.e

Kitchenham, B, A and Pfleeger, S, L. Personal Opinion Surveys. Guide to Advanced Empirical Software Engineering pp63-92. Springer 2008.

La Marca, N. The Likert Scale: Advantages and Disadvantages. Psychology Fall 2011 Available: https://psyc450.wordpress.com/2011/12/05/the-likert-scale-advantages-and- disadvantages/

Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the covid-19 pandemic. Education Sciences, 10(9), 1–13. https://doi.org/10.3390/educsci10090232

Linde, A., Clay, M., & Johnson, M. (2021). Flexing Beyond the Pandemic: IT as a Change Leader: Driving Institutional Goals Around Retention and Enrollment. Planning for Higher Education, 49(3), 17–28.

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352

Mccarthy, S. A. (2009). Online Learning as a Strategic Asset. Volume I: A Resource for Campus Leaders. A Report on the Online Education Benchmarking Study Conducted by the APLU-Sloan National Commission on Online Learning. In Association of Public and Land-grant Universities. Association of Public and Land-grant Universities. https://eric.ed.gov/?id=ED517308

Ndambakuwa, S and G. Brand,G. (2020). Many students in developing countries cannot access education remotely.University of Chicago, Harris Public Policy. Online, available at.https://harris.uchicago.edu/news-

events/news/commentary-many-students-developing-countries-cannot-access-education-remotely. Accessed Apr 2021

Ozamiz-Etexbarria, N, et al. The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face teaching. Front. Psychol., 12 January 2021. https://doi.org/10.3389/fpsyg.2020.620718

Petrie, C., Aladin, K., Ranjan, P., Javangwe, R., Gilliland, D., Tuominen, S., & Lasse, L. (2020). Spotlight: Quality education for all during Covid-19 crisis. https://hundred-cdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf

Qazi, A., Qazi, J., Naseer, K., Zeeshan, M., Qazi, S., Abayomi-Alli, O., Said Ahmad, I., Darwich, M., Ali Talpur, B., Hardaker, G., Naseem, U., Yang, S., & Haruna, K. (2021). Adaption of distance learning to continue the academic

year amid COVID-19 lockdown. Children and Youth Services Review, 126, 106038. https://doi.org/10.1016/j.childyouth.2021.106038

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Sattar, E. (2017). Cognitive learning and its relationship to online education. Association for Talent Development. Retrieved from https://www.td.org/insights/cognitive-learning-and-its-relationship-with-online-education

Siemens, G. (2008a). About: Description of connectivism. Connectivism: A learning theory for today’s learner, website. http://www.connectivism.ca/about.html

Schieman, S., Badaway, P. J., Milkie M. A. and Bierman, A. (2020) Work-Life Conflict during the COVID-19 Pandemic, 2020, Socius. 7, 1-19.

Schneider, S. L., & Council, M. L. (2021). Distance learning in the era of COVID-19. Archives of Dermatological Research, 313(5), 389–390. https://doi.org/10.1007/s00403-020-02088-9

Seaman, J. (2009). Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning. Results of a National Faculty Survey, Part of the Online Education Benchmarking Study

Conducted by the APLU-Sloan National Commissio. In Association of Public and Land-grant Universities. Association of Public and Land-grant Universities. https://eric.ed.gov/?id=ED517311

Taberski, R. B. (2020). Reimagining Education, not Relocating It: A Reflection for the COVID-19 Pandemic. Northwest Journal of Teacher Education, 15(2). https://doi.org/10.15760/nwjte.2020.15.2.3

Vasileiou, K., Barnett, J., Thorpe, S. and Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: systematic analysis of qualitative health research over a 15-year period. BMC Med Res Methodol 18, 148. https://doi.org/10.1186/s12874-018-0594-7

Vrba, T. and Mitchell, K. (2019). Contemporary Classroom Innovation: Exploration. Journal of Instructional Pedagogies, 22.

Downloads

Published

2023-08-04

How to Cite

Dalton, D., Hassan, A., Mejri, S. B., & Omer, A. (2023). Capturing the Personal and Pedagogical Experiences of Faculty During Emergency Response Teaching at a Research University in Abu Dhabi. Journal of Comparative & International Higher Education, 15(3), 36–47. https://doi.org/10.32674/jcihe.v15i3.4691

Issue

Section

Empirical Article