期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2021
卷号：10
期号：1
页码：1-13
DOI：10.14434/jotlt.v9i2.31444
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：This essay reflects on the experiences of faculty members at a large public university as they responded to the demand for online learning caused by the 2019 coronavirus disease pandemic. It explores themes of course delivery, assessment methods, and faculty–student interactions and how these themes inform faculty identity. The authors suggest that the disruption to faculty identity created by the pandemic may be a fortuitous opportunity to examine deeply held beliefs about what it means to be a college professor.
其他摘要：In this reflective piece, the authors draw on their experience working with many instructors from a broad variety of disciplines to explore the manner in which the abrupt pivot to online teaching affected instructors' understanding of themselves as university professors. The essay focuses on three key aspects of college pedagogy -- content delivery, assessment, and faculty-student relationships -- to show that the teaching circumstances of Covid-19 suddenly surfaced several long-standing issues that could no longer be ignored. The recognition of these issues, effected by the ineluctable transition to online modalities and the concomitant necessary revisions to teaching styles, placed many college teachers in the position of questioning not only what they do as professionals, but also who they are in their roles. As disconcerting as it sounds, the essay ends with the hope that the lessons learned during Covid-19 will yield better teaching and learning going forward.
