Experienced Faculty's Online Teaching Readiness Post-Pandemic

Abstract

This study investigated the readiness of university faculty for online/distance learning (ODL) after two semesters of pandemic-driven remote teaching. We focused on faculty with prior ODL course design and online teaching experience, examining various aspects of their readiness: comfort with risk, identity disruption, teaching norms, equity and tenure norms, and lifestyle readiness. We also explored how these factors related to age, years of teaching experience, and ODL course design experience, as well as the connections between lifestyle readiness and other readiness aspects. We surveyed 114 experienced faculty at a U.S. research university, achieving a 56% response rate. Our findings revealed that while faculty felt comfortable with ODL risks, they expressed uncertainty regarding identity disruption, teaching norms, equity and tenure norms, and lifestyle readiness. This suggests that even experienced faculty may not have felt fully prepared for ODL post-pandemic. While age and teaching experience weren't significant factors, prior ODL course design experience proved crucial, differentiating faculty readiness levels. Furthermore, lifestyle readiness showed significant positive correlations with other readiness aspects, highlighting its importance. This study's holistic view of faculty ODL readiness offers valuable insights for university administrators and faculty developers to better support experienced faculty in online teaching.