The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education
DOI:
https://doi.org/10.33423/jhetp.v24i10.7305Keywords:
higher education, scholarship of teaching and learning, online instruction, COVID-19Abstract
Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.
References
Borup, J., & Evmenova, A.S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a College of Education. Online Learning, 23(2), 1–20.
Crawford-Ferre, H.G., & Wiest, L.R. (2012). Effective online instruction in higher education. Quarterly Review of Distance Education, 13(1), 11.
Dowling, C., Godfrey, J.M., & Gyles, N. (2003). Do hybrid flexible delivery teaching methods improve accounting students’ learning outcomes? Accounting Education, 12(4), 373–391.
Fish, W.W., & Gill, P.B. (2009). Perceptions of online instruction. Online Submission, 8(1).
Hewson, M.G., Copeland, H.L., & Fishleder, A.J. (2001). What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teaching and Learning in Medicine, 13(3), 153–160.
Lang, H.G., McKee, B.G., & Conner, K. (1993). Characteristics of effective teachers: A descriptive study of the perceptions of faculty and deaf college students. American Annals of the Deaf, 138(3), 252–259.
Lockman, A.S., & Schirmer, B.R. (2020). Online instruction in higher education: Promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, 7(2), 130–152.
Rischin, R. (2002). Exploring learning styles: Developing a flexible teaching approach. The American Music Teacher, 52(2), 53–55.
Rivera, J.C., & Rice, M.L. (2002). A comparison of student outcomes and satisfaction between traditional and web-based course offerings. Online Journal of Distance Learning Administration, 5(3), 151–179.
Telford, A. (1995). Mixed-mode delivery: The best of both worlds? In D. Thomas (Ed.), Flexible learning strategies in higher and further education (pp. 164–175). Cassell.
Thomas, D. (Ed.). (1995). Learning to be flexible. In D. Thomas (Ed.), Flexible learning strategies in higher and further education (pp. 1–11). Cassell.
Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282–1309.
