Abstract
There is a sense of urgency for many universities to come up with the appropriate technological innovation in response to the instructional challenges posed by the ongoing pandemic of COVID 19. Universities have been overwhelmed by the abrupt shift to a complete form of digital learning. This study focuses on how universities could redevelop a thorough digital learning strategy to increase their preparedness to these extraordinary circumstances. The traditional faculty development programs should be reexamined to incorporate new digital learning strategies. In addition to learning to use new programs or software, faculty are frequently being called on to remotely solve computer or information technology issues for their students, often having little computer knowledge themselves. In addition, some faculty members may actually be technology averse, preferring lecture halls and grading by paper over the digital versions of both. How can colleges and universities maintain the same level of academic rigor with implementing online learning when they have faculty members who are technology averse? Faculty across the world had to quickly become adept in both e-learning programs while also learning how to guide students through their own technology problems. The paradox of the situation is that faculty who are supposed to bring about technological innovation are resisting technological changes. This discussion adds to the conversation by examining ways to engage and encourage faculty to broaden their computer skills and abilities in order to effectively teach in an online environment.
Presenters
Jubilee DicksonAssistant Professor, Psychology, Chicago State University, Illinois, United States Tadesse W Giorgis
Graduate Advisor, Psychology and Counseling, Professor of Counseling & Psychology, Illinois, United States
Details
Presentation Type
Theme
The Value of Culture and the Demand of Change
KEYWORDS
Digital Learning, Innovation, Faculty Development, Change, Technology Resistant, E-learning Challenges
