Capturing the Personal and Pedagogical Experiences of Faculty During Emergency Response Teaching at a Research University in Abu Dhabi
DOI:
https://doi.org/10.32674/jcihe.v15i3.4691Keywords:
COVID-19, pedagogy, mental health, communication, information technology, student engagementAbstract
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.
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