Faculty Digital Literacy Skills and Pedagogical Practices in Times of Disruption

• In Event: Foregrounding Online Instructor Preparation and Professional Learning

Abstract

This study investigated how instructors in higher education institutions across the globe experienced digital literacy at the start of and the term following emergency remote teaching (ERT) as a result of the COVID-19 pandemic. A total of 239 instructors completed an electronic survey with closed and open-ended questions. The data analysis includes descriptive, inferential, and non-parametric statistics and a team coding approach for qualitative data. The investigation showed that between the start of ERT and the term after ERT, instructor’s digital literacy challenges and digital tasks decreased significantly. However, the number of digital tools, and instructors’ digital literacy resources remained the same. Analysis at the item level showed particular increases or decreases of challenges, tools, tasks, and digital literacy resources.

Authors

• Enilda Jannet Romero-Hall, University of Tennessee Knoxville

• Nadia Jaramillo, Oregon State University