Abstract:

Many institutions of higher education especially liberal arts college present learning environments in which instructors and students engage in face-to-face interactions. Face-to-face instruction enhances interaction between students and teacher in real time, which is likely to enhance teaching and learning. On the other hand, distance learning through online instruction requires participants to be intentional and determined in building a trusting relationship necessary to enhance learning. Distance learning however, presents opportunities for students who cannot participate in face-to-face instruction. The literature is replete on instructional resources on how to be effective in online instruction. However, it is important to consider the context of online learning in exploring strategies that are likely to be effective in engaging students in learning. The corona virus (COVID-19) that attacked the world affected institutions of learning resulting in transitioning from face-to-face instruction to distance learning via online media. This abrupt transition to online instruction challenged instructors and students who are not familiar with the pedagogy, instructional and learning tools effective for online instruction. In light of the complexity of learning during pandemics like COVID-19, a systems approach is ideal in exploring strategies that are likely to be effective in engaging students in learning. Teaching and learning during a pandemic constitute a complex problem considering the multiple elements and their interactions interfering in the education system. It is crucial to reflect on the purpose of education to determine feasible learning outcomes given the context defined by all possible inputs into the system. This presentation will focus on faculty’s experience in an abrupt transitioning to online instruction amidst the international COVID-19 pandemic and present perspectives based on lessons learned in creating an effective online instruction.

Keywords:

Pandemic, COVID-19, online teaching, higher education, pedagogy, teaching, learning, systems thinking.