Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study

Medha Anant Joshi; Pushpanjali Krishnappa; Avinash Vasudev Prabhu

doi:10.1016/j.mjafi.2022.04.005

Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study

Med J Armed Forces India. 2022 Jun 10;79(Suppl 1):S258-S266. doi: 10.1016/j.mjafi.2022.04.005. Online ahead of print.

Authors

Medha Anant Joshi¹, Pushpanjali Krishnappa², Avinash Vasudev Prabhu¹

Affiliations

¹ Faculty (Life & Allied Health Sciences), M.S Ramaiah University of Applied Sciences, Bengaluru, India.
² Faculty (Dental Sciences), Ramaiah University of Applied Sciences, Bengaluru, India.

PMID: 35702712
PMCID: PMC9186517 (available on 2024-12-01)
DOI: 10.1016/j.mjafi.2022.04.005

Abstract

Background: The COVID 19 pandemic which made its presence felt by March 2020 made the educators and administrators, both of whom had very little experience with alternate teaching and learning methods, look for alternate methods of delivering the teaching learning. Because of the mandates from apex bodies, faculty members were forced to delve into an unknown territory of Emergency Remote Teaching (ERT). This study aimed to explore the factors that contributed to faculty satisfaction for ERT, the challenges faced, and suggestions for improving online teaching.

Method: A modified survey tool to suit ERT was developed which demonstrated favourable preliminary factor analysis (Bartlett's Test of Sphericity (p < .001) and the Kaiser- Mayer- Olkin measure of sampling adequacy, KMO = 0.811).

Results: The EFA identified four factors, such as faculty-student interaction, faculty and IT-related, faculty training and faculty preparedness with heavy loading on faculty training, as important factors for improving faculty satisfaction for online teaching. Most of the faculty members were satisfied with the ERT. A trend of shared opinion was observed in capacity building and empowering the faculty community with full IT and course development support from the institution in the form of faculty development programmes and infrastructure development in order to equip them with emergency academic transitions.

Conclusion: The modified Survey tool was valid in identifying the faculty perceptions regarding the ERT. Faculty felt that they managed to quickly move to online teaching due to the pandemic but felt that they needed better IT support and faculty development programmes to effectively adapt to online teaching. Students, too, need to be trained for online learning, as per faculty members.

Keywords: COVID-19 pandemic impact; Emergency remote teaching; Faculty perception; Faculty satisfaction; Online teaching.