This qualitative case study explains how teachers with high or low self-efficacy adapted to changing teaching demands for online learning during the COVID-19 pandemic. The study considers how teachers adapted to online learning during the COVID-19 school closings using Bandura's (1971) SET as a theoretical framework. The findings suggest that a…

The following study aimed to assess both instructor and student perceptions of virtual library instruction sessions. The primary question was are there perceived benefit of synchronous library instruction versus watching the recording of the same session. Two anonymous, mixed-method surveys were distributed: one to instructor and one to students.…

The 2019 coronavirus disease (COVID-19) pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach. While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is…

The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher…

Various instructor qualities have been shown to have variable influences student outcomes in online courses. In this study, the impact of faculty quality on student performance was examined by comparing student performance when taught by excellent faculty and average faculty (determined through administrative evaluations). We examined 328 student…

The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in…

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children's homes. Therefore, teachers had to set rules, implement procedures and make didactical-methodical decisions regarding how to handle this new situation. In this…

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was…

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I taught half of the course content during the first half of the semester in a formal university setting. However, after the novel…

This article will provide an overview of the impact of the coronavirus disease 2019, also known as COVID-19, pandemic on educators. The transition from face-to-face to online instruction revolutionized perspectives on synchronous and asynchronous course modalities. New live media methods of interaction were adopted with little to no training for…

This paper aims to determine the opinions of prospective teachers about biology lessons conducted through distance education during the pandemic. In the study, the focus group study technique was applied as one of the qualitative research methods. 15 prospective teachers from the Department of Science Education, studying in the 2nd, 3rd, and 4th…

As schools began the frantic switch to fully remote education while the COVID-19 pandemic escalated in the United States, the Facebook group "Pandemic Pedagogy" rapidly became a worldwide interdisciplinary hub for navigating online instruction. Autoethnographic reflection on the development of that group leads to analysis of key issues…

During the summer 2020, when remote instruction became the norm for universities due to COVID-19, expectations were set at our school of engineering for interactivity and activity within synchronous sessions and for using technology for engaging asynchronous learning opportunities. Instructors were asked to participate in voluntary assessment of…

With a sudden move to remote and online teaching due to COVID-19 pandemic, Organic Chemistry became more challenging for both students and educators with the emergence of new technological challenges and instructional strategies. The Organic Chemistry I class at SUNY Plattsburgh was shifted to an online learning model in an attempt to mimic…

This exploratory study examines how a team of three seventh grade teachers from a rural/suburban middle school in the Mid-Atlantic region of the United States adapted the WATERS curriculum for asynchronous online delivery. The study shows that many hurdles can be mitigated with intentional planning, dedicated resources, and professional…