Teaching During COVID-19: A Grounded Theory of Instructors' Lived Experiences and Coping in Remote/Online Settings

• In Event: Faculty Experiences During COVID-19

Abstract

This paper aims to explore university instructors’ experiences responding to and coping with sudden transitions to remote/online instructional environments in response to the COVID-19 pandemic. A grounded theory approach is utilized to explore university instructors’ (n = 9) challenges, coping strategies and consequences on professional outlook. Findings reveal a shared concern about the lack of learning community and unclear expectations/boundaries adjusting to and operating in remote conditions. Instructors primarily used problem-solving and cognitive coping strategies. Pre-existing support mechanisms and control variables played mediating roles in instructors’ perception of problems and uptake of coping strategies. Challenges met, and instructors’ ability to cope with them, led to a neutral/positive stance, although persistent problems during remote teaching exacerbated negative beliefs about online learning.

Authors

• Stephanie Beck, McGill University

• Xiaoshan Huang, McGill University

• Lingyun Huang, The Education University of Hong Kong

• Susanne P. Lajoie, McGill University