The Quality of Teaching During the COVID-19 Era and Beyond

Abstract

This study, informed by experiential learning and constructivist theories of learning, aims to examine online asynchronous and synchronous education in postsecondary contexts during the COVID-19 pandemic and offer recommendations for improving online teaching and learning. The COVID-19 pandemic has had educational impacts on student life, one being the physical closure of educational institutions. 26% of respondents in a recent study (Learning Disruptions, 2020) had some of their courses postponed or canceled. Almost all participants had some (17%) or all (75%) of their courses subsequently offered online. These numbers imply the popularity of online education as an alternative for face-to-face classes during the pandemic. Online learning seems a reasonable replacement for face-to-face instruction. However, students who lack appropriate tools – such as broadband Internet or no suitable home environment for remote learning – can find online learning challenging (Learning Disruptions, 2020). The studies on the impact of the COVID-19 pandemic in postsecondary contexts have tended to examine financial aspects (Measuring COVID-19’s Impact, 2020), medical education (Ferrel & Ryan, 2020), and students and staff’s health (Sahu, 2020). Little attention seems to be paid to the impact of COVID-19 on the quality of online teaching and learning. While the previous studies illuminate important issues, the need for investigating the quality of online education during the pandemic is felt. To bridge this gap, the study herein aims to examine online asynchronous and synchronous education in postsecondary contexts during the COVID-19 pandemic. The chapter reviews the literature on teaching and learning during the pandemic; then the authors’ teaching experiences in four General Studies and two Interior Design classes are presented. Conclusions are drawn and recommendations offered.

Teaching is the greatest act of optimism.

Colleen Wilcox