Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic

Abstract

Canadian higher education institutions closed physical campuses in early 2020. It transitioned to online teaching and student service delivery because of the COVID-19 pandemic. For many faculty members and institutions unfamiliar with online teaching, this transition meant widespread innovation in digital technologies and pedagogical practices. While necessity created a perception of the usefulness of digital tools, faculty still needed to develop their technical skills and online teaching approaches. This research study found that faculty from two Canadian universities drew upon a combination of formal and informal support networks and resources to increase their technological self-efficacy. Faculty also found that formal professional development was most helpful when it focused on online teaching approaches rather than specific technical functionality. The barriers to innovation and changes to faculty use of digital tools and pedagogies point to recommendations for higher education institutions that must transition to online delivery.