Scholarship of Teaching and Learning in Psychology, Vol 10(3), Sep 2024, 260-271; doi:10.1037/stl0000297
During spring 2020, the SARS-CoV2 virus (COVID-19) pandemic forced courses to transition to emergency remote instruction (ERI). A nationwide sample of 276 faculty members identified a course that transitioned and evaluated their perception of the course. The faculty also reported on their affect, desire to teach online, and experience with online instruction. Results indicate that ERI courses had relatively low enjoyment, learning, engagement, and perceived course quality. Instructors perceived that flexibility increased. Perceptions of course variables were related to instructor affect and desire to teach online. History of teaching online and past online instruction training did not affect perceptions of the variables. The discussion suggests the importance of flexibility in ERI and the need for ERI training. (PsycInfo Database Record (c) 2024 APA, all rights reserved)