THE IMPACT OF EMERGENCY eLEARNING DURING A PANDEMIC ON UNIVERSITY FACULTY AND STUDENTS

Abstract

This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 11 faculty and in making the change from traditional instruction to various modalities of eLearning. The impacts on students were assessed through a survey of students in classes during the pandemic. The methodology employed is an adaptation of the grounded theory approach used in sociology along with survey research. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother.