The Interplay of Institutional Support and Faculty Roles During the COVID-19 Pandemic: Implications for the Future of Online Teaching and Learning

Aad, Samar; Ginzarly, Manal; Jordan Srour, F.

doi:10.24059/olj.v28i1.3911

Article (Scientific journals)

The Interplay of Institutional Support and Faculty Roles During the COVID-19 Pandemic: Implications for the Future of Online Teaching and Learning

Aad, Samar; Ginzarly, Manal; Jordan Srour, F.

2024 • In Online Learning, 28 (1), p. 151 - 174

Peer Reviewed verified by ORBi

Permalink
https://hdl.handle.net/2268/338408

DOI
10.24059/olj.v28i1.3911

Files (1)Send to Details Statistics Bibliography Similar publications

Files

Full Text

8_The+Interplay+of+Institutional+Support+and+Faculty+Roles+during+the+Covid+19+Pandemic+Implications+for+the+future+of+Online+Teaching+and+Learning (1).pdf

Publisher postprint (457.13 kB)

Download

All documents in ORBi are protected by a user license.

Send to

RIS BibTex APA Chicago Permalink X Linkedin

Details

Keywords :

CCOVID-19 pandemic; faculty roles; higher education institutions; Online teaching and learning; Education; Computer Networks and Communications

Abstract :

[en] While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) – a rapid transition to online teaching and learning (OTL) – the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these perceptions likely dictate the future of online teaching and learning within higher education institutions. Through the use of tweets made during the pandemic and interviews with faculty, this study reveals the emotional stress experienced by faculty when playing multiple, unfamiliar roles hindered the implementation of online teaching and learning initiatives. This hindrance may in part be alleviated through well-targeted institutional support.

Disciplines :

Education & instruction

Author, co-author :

Aad, Samar ; Lebanese American University, Adnan Kassar School of Business, Management Department, Beirut, Lebanon

Ginzarly, Manal ; Université de Liège - ULiège > Urban and Environmental Engineering ; Lebanese American University, School of Architecture and Design, Byblos, Lebanon

Jordan Srour, F. ; Lebanese American University, Adnan Kassar School of Business, Information Technology and Operations Management Department, Beirut, Lebanon

Language :

English

Title :

The Interplay of Institutional Support and Faculty Roles During the COVID-19 Pandemic: Implications for the Future of Online Teaching and Learning

Publication date :

March 2024

Journal title :

Online Learning

ISSN :

2472-5749

eISSN :

2472-5730

Publisher :

The Online Learning Consortium

Volume :

Issue :

Pages :

151 - 174

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://olj.onlinelearningconsortium.org/index.php/olj/article/download/3911/1332

Available on ORBi :

since 10 December 2025

Statistics

Number of views

6 (0 by ULiège)

Number of downloads

1 (0 by ULiège)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

OpenAlex citations

Bibliography

Aad, Samar. 2022. the impact of online teaching and learning on faculty and students at higher education institutions after COVID-19 pandemic. Doctoral, Durham University. http://etheses.dur.ac.uk/14534/
Al-Salman, S., & Haider, A. S. (2021). Jordanian university students’ views on emergency online learning during COVID-19. Online Learning, 25(1). https://doi.org/10.24059/olj.v25i1.2470
Baard, S. K., Rench, T. A., & Kozlowski, S. W. J. (2014). Performance adaptation: A theoretical integration and review. Journal of Management, 40(1), 48–99. https://doi.org/10.1177/0149206313488210
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300
Bolliger, D. U., Shepherd, C. E., & Bryant, H. V. (2019). Faculty members’ perceptions of online program community and their efforts to sustain it. British Journal of Educational Technology, 50(6), 3283–3299. https://doi.org/10.1111/bjet.12734
Bordia, P., Hobman, E., Jones, E., Gallois, C., & Callan, V. J. (2004). Uncertainty during organizational change: types, consequences, and management strategies. Journal of Business and Psychology, 18(4), 507–532. https://doi.org/10.1023/B:JOBU.0000028449.99127.f7
Brown, S. P., & Peterson, R. A. (1993). Antecedents and consequences of salesperson job satisfaction: Meta-analysis and assessment of causal effects. Journal of Marketing Research, 30(1), 63–77. https://doi.org/10.2307/3172514
Budur, T. (2020). The role of online teaching tools on the perception of the students during the lockdown of COVID-19. International Journal of Social Sciences & Educational Studies, 7(3), Article 3.
Burkle, F. M. (2019). Challenges of global public health emergencies: Development of a health-crisis management framework. The Tohoku Journal of Experimental Medicine, 249(1), 33–41. https://doi.org/10.1620/tjem.249.33
Carril, P. C. M., Sanmamed, M. G., & Sellés, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462–487. https://doi.org/10.19173/irrodl.v14i3.1477
Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, 105866. https://doi.org/10.1016/j.childyouth.2020.105866
Chen, W., Fan, Z., Chen, Y., Zhuang, R., & Huang, R. (2019). Retracing the controversy between technology and learning: The discovery of integrated meta-analysis. E-Edu Res, 40(6), Article 6.
Chien, J. (2015). The impact of change management on employee satisfaction and engagement. World Academy of Science, Engineering and Technology, Open Science Index 101, International Journal of Economics and Management Engineering, 9(5), 1717–1722.
Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 205031211882292. https://doi.org/10.1177/2050312118822927
Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd edition). SAGE Publications, Inc.
Cruickshank, I. J., & Carley, K. M. (2020). Characterizing communities of hashtag usage on twitter during the 2020 COVID-19 pandemic by multi-view clustering. Applied Network Science, 5(1), 1–40.
Curran, C. (2004). Strategies for E-learning in universities. Center for Studies in Higher Education, UC Berkeley, University of California at Berkeley, Center for Studies in Higher Education.
Dent, E. B., & Goldberg, S. G. (1999). Challenging “resistance to change.” Journal of Applied Behavioral Science, 35(1), 25–41. https://doi.org/10.1177/0021886399351003
Dhawan, S. (2020). Online Learning: A panacea in the time of CCOVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Doo, M. Y., Zhu, M., & Bonk, C. J. (2023). A systematic review of the research topics in online learning during CCOVID-19: documenting the sudden shift. Online Learning, 27(1).
Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112–124. https://doi.org/10.46451/ijts.2020.09.09
Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hernández-Leo (Eds.), 21st century learning for 21st century skills (pp. 79– 92). Springer. https://doi.org/10.1007/978-3-642-33263-0_7
Frankel, A. S., Friedman, L., Mansell, J., & Ibrahim, J. K. (2020). Steps towards success: Faculty training to support online student learning. Journal of Faculty Development, 34(2), 23– 32.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The American Psychologist, 56(3), 218–226.
Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672
Hattie, J. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (Reprinted). Routledge.
Horvitz, B. S., Beach, A. L., Anderson, M. L., & Xia, J. (2015). Examination of faculty self-efficacy related to online teaching. Innovative Higher Education, 40(4), 305–316. https://doi.org/10.1007/s10755-014-9316-1
Howe, D. L., Chen, H.-C., Heitner, K. L., & Morgan, S. A. (2018). Differences in nursing faculty satisfaction teaching online: A comparative descriptive study. Journal of Nursing Education, 57(9), Article 9. https://doi.org/10.3928/01484834-20180815-05
Idris, F., Zulkipli, I. N., Abdul-Mumin, K. H., Ahmad, S. R., Mitha, S., Rahman, H. A., Rajabalaya, R., David, S. R., & Naing, L. (2021). Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Medical Education, 21(1), 542. https://doi.org/10.1186/s12909-021-02968-2
Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). II. More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13–30. https://doi.org/10.1111/mono.12296
Jockers, M. (2015). Some thoughts on Annie’s thoughts… About Syuzhet [Blog]. Matthew L. Jockers’s Blog, Page 2. https://www.goodreads.com/author/show/6561742.Matthew_L_Jockers/blog?page=2
Keengwe, J., & Kidd, T. (2010). Towards Best Practices in Online Learning and Teaching in Higher Education. https://www.semanticscholar.org/paper/Towards-Best-Practices-in-Online-Learning-and-in-Keengwe-Kidd/3494998f1c80c7745998d969686f394aaddb6735
Kim, H. K., & Niederdeppe, J. (2013). The role of emotional response during an h1n1 influenza pandemic on a college campus. Journal of Public Relations Research, 25(1), 30–50. https://doi.org/10.1080/1062726X.2013.739100
Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning & Teaching, 9(1), 131–139.
Krishan, I. A., Ching, H. S., Ramalingam, S., Maruthai, E., Kandasamy, P., Mello, G. D., Munian, S., & Ling, W. W. (2020). Challenges of learning English in 21st century: Online vs. traditional during COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(9), 1–15. https://doi.org/10.47405/mjssh.v5i9.494
Laili, R. N., & Nashir, M. (2021). Higher education students’ perception on online learning during COVID-19 pandemic. EDUKATIF: JURNAL ILMU PENDIDIKAN, 3(3), Article 3. https://doi.org/10.31004/edukatif.v3i3.422
Longhurst, G. J., Stone, D. M., Dulohery, K., Scully, D., Campbell, T., & Smith, C. F. (2020). Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and Republic of Ireland in response to the COVIDCOVID-19 pandemic. Anatomical Sciences Education, 13(3), 301–311. https://doi.org/10.1002/ase.1967
Majewska, I., & Zvobgo, V. (2023). Students’ satisfaction with quality of synchronous online learning under the COVID-19 pandemic: Perceptions from liberal arts and science undergraduates. Online Learning, 27(1).
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160
Marques-Quinteiro, P., Vargas, R., Eifler, N., & Curral, L. (2019). Employee adaptive performance and job satisfaction during organizational crisis: The role of self-leadership. European Journal of Work and Organizational Psychology, 28, 85–100. https://doi.org/10.1080/1359432X.2018.1551882
Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68, 1613–1633.
Meccawy, Z., Meccawy, M., & Alsobhi, A. (2021). Assessment in ‘survival mode’: Student and faculty perceptions of online assessment practices in HE during COVID-19 pandemic. International Journal for Educational Integrity, 17(1), Article 1. https://doi.org/10.1007/s40979-021-00083-9
Metzler, H., Rimé, B., Pellert, M., Niederkrotenthaler, T., Di Natale, A., & Garcia, D. (2022). Collective emotions during the COVID-19 outbreak. Emotion. https://doi.org/10.1037/emo0001111
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mishra, P., & Warr, M. (2021a). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117(6), Article 6. https://doi.org/10.1016/j.chb.2020.106673
Mishra, P., & Warr, M. (2021b). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117(6), 106673. https://doi.org/10.1016/j.chb.2020.106673
Mourad, A., Srour, A., Harmanai, H., Jenainati, C., & Arafeh, M. (2020). Critical impact of Social networks infodemic on defeating coronavirus covid-19 pandemic: twitter-based study and research directions. IEEE Transactions on Network and Service Management, 17(4), 2145–2155. https://doi.org/10.1109/TNSM.2020.3031034
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
Orr, R., Williams, M. R., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), 257–268. https://doi.org/10.1007/s10755-009-9111-6
Osei-Bonsu, N. (2014). The impact of change management on job satisfaction of employees in Ghana’s banking sector. Problems of Management in the 21st Century, 9(2), Continuous. https://doi.org/10.33225/pmc/14.09.140
Perrotta, K. A., & Bohan, C. H. (2020). A reflective study of online faculty teaching experiences in higher education. Journal of Effective Teaching in Higher Education, 3(1), Article 1. https://doi.org/10.36021/jethe.v3i1.9
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Pulakos, E. D., Schmitt, N., Dorsey, D. W., Arad, S., Borman, W. C., & Hedge, J. W. (2002). Predicting adaptive performance: Further tests of a model of adaptability. Human Performance, 15(4), 299–323. https://doi.org/10.1207/S15327043HUP1504_01
Research and Markets. (2019, December 17). Online Education Market Study 2019 | World Market Projected to Reach $350 Billion by 2025, Dominated by the United States and China. GlobeNewswire News Room. https://www.globenewswire.com/news-release/2019/12/17/1961785/28124/en/Online-Education-Market-Study-2019-World-Market-Projected-to-Reach-350-Billion-by-2025-Dominated-by-the-United-States-and-China.html
Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675
Smith, D. (1990). Beyond contingency planning: Towards a model of crisis management. Industrial Crisis Quarterly, 4(4), 263–275.
Smith, D. (1995). The dark side of excellence: Managing strategic failures. In J. Thompson (Ed.), Handbook of strategic management (pp. 161–191).
Spector, P. E. (1986). Perceived control by employees: A meta-analysis of studies concerning autonomy and participation at work. Human Relations, 39(11), 1005–1016. https://doi.org/10.1177/001872678603901104
Spiggle, S. (1994). Analysis and interpretation of qualitative data in consumer research. Journal of Consumer Research, 21(3), 491–503.
Tarhini, A., Tarhini, J., & Tarhini, A. (2019). Information technology adoption and implementation in higher education: Evidence from a case study in Lebanon. International Journal of Educational Management, 33(7), 1466–1482. https://doi.org/10.1108/IJEM-04-2018-0144
UNESCO. (2020). Education: From school closure to recovery. https://www.unesco.org/en/COVID-19/education-response
United Nations. (2020). UNSDG | Policy Brief: Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_COVID-19_and_education_august_2020.pdf
Vaira, M. (2004). Globalization and higher education organizational change: A framework for analysis. Higher Education, 48(4), 483–510. https://doi.org/10.1023/B:HIGH.0000046711.31908.e5
van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the COVID19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
Walsh, L. L., Arango-Caro, S., Wester, E. R., & Callis-Duehl, K. (2021). Training Faculty as an institutional response to cCOVID-19 emergency remote teaching supported by data. CBE—Life Sciences Education, 20(3), ar34. https://doi.org/10.1187/cbe.20-12-0277
Wieczorek, T., Kołodziejczyk, A., Ciułkowicz, M., Maciaszek, J., Misiak, B., Rymaszewska, J., & Szcześniak, D. (2021). Class of 2020 in Poland: Students’ mental health during the COVID-19 outbreak in an academic setting. International Journal of Environmental Research and Public Health, 18(6), 2884. https://doi.org/10.3390/ijerph18062884
Wright, A. C., Carley, C., Alarakyia-Jivani, R., & Nizamuddin, S. (2023). Features of high-quality online courses in higher education: A scoping review. Online Learning, 27(1).
Yao, J., Rao, J., Jiang, T., & Xiong, C. (2020). What Role Should Teachers Play in Online Teaching during the COVID-19 Pandemic? Evidence from China (SSRN Scholarly Paper No. 3565608). https://papers.ssrn.com/abstract=3565608
Young, S., Cantrell, P. P., & Shaw, D. G. (2001). Online instruction: New roles for teachers and students. Academic Exchange Quarterly, 5(4), 11–16.