Theses Doctoral

Transitioning to Online Teaching During the COVID-19 Pandemic: A Mixed Methods Study on Teachers College Faculty Experiences

Akter, Nafiza

My dissertation examines the experiences of Teachers College faculty that transitioned to online teaching for the first time during the forced circumstances of COVID-19. More specifically, I explore: 1) the relationship between feeling prepared, supported, and connected with professional development; 2) the experiences of faculty making the transition to online teaching; and 3) how faculty described re-evaluating, as Boud describes it, their teaching experiences. To better understand this, I used the case-selection variant of the explanatory sequential, mixed-methods design (quan → QUAL).

I surveyed 85 participants (Phase 1) that engaged in professional development opportunities provided by the institution to better understand their experiences preparing for this transition and then interviewed 10-participants (Phase 2) to better understand their unique experiences. I found that most participants that made this transition grew both in their ability to use technology and comfort with teaching online. Participants described the experience as a challenging transition, especially as there was little time to prepare; however, participants also learned (through consultations, intensive programs, colleagues, and students) from this experience. In Phase 2, 7 of 10 participants indicated that they will take their learnings from teaching online and integrate them into their face-to-face teaching.


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More About This Work

Academic Units
Organization and Leadership
Thesis Advisors
Drago-Severson, Eleanor
Yorks, Lyle
Ed.D., Teachers College, Columbia University
Published Here
June 15, 2022