Institutional Effort to Support Faculty Teaching Online Since the Pandemic: Perspectives of Frontline University Staff (Poster 22)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

This exploratory phenomenological study sought to understand institutional support for online instruction, or emergency remote teaching, during the COVID-19 pandemic. We utilized interpretive phenomenological analysis to make sense of how five frontline staff experienced online instructional support at a large U.S. public university. Guided by the literature review and professional development framework, our analysis addresses the following research question: What is the essence of institutional support for online instruction in the perspectives of frontline staff during the pandemic? Using inductive thematic analysis, we identified two themes: (a) navigation of new tensions and demands and (b) emerging responses. We argue that this brought a three-tier new instructional support system, involving support processes and infrastructure and psychological and instructional support.

Authors

• Minji Kim, Arizona State University

• Keon M. McGuire, North Carolina State University