We're All in This Together: University Faculty and Student Self-Efficacy During Emergency Remote Instruction

• In Event: Mixed-Methods Research Applications for Teachers

Abstract

This study uses a sequential explanatory mixed method case study approach to explore feelings of self-efficacy about learning and teaching during the shift to emergency remote instruction among faculty and students at a large, private, comprehensive research university in the Mid-Atlantic region of the U.S. during the spring of 2020. New modalities for teaching and learning resulting from the shift to emergency remote instruction rendered many classroom-based experts’ online novices. This study found that, in general, both faculty and students at Chestnut University reported confident feelings of self-efficacy teaching and learning online. Factors such as age, gender, experience teaching and learning in virtual spaces, and having a dedicated workspace impacted feelings of self-efficacy.

Authors

• Mary Jean Tecce DeCarlo, Drexel University

• Jennifer H. Adams, Drexel University

• Dana C Kemery, Drexel University

• Kathleen Provinzano, Drexel University

• Toni A. May (Sondergeld), Drexel University