Abstract:

By the end of 2019, the World Health Organization was informed about the first unknown pneumonia cases that would later be labeled as the COVID-19 global pandemic (WHO, 2020). Educational institutions closed in more than 150 countries (Sahu, 2020), moving students and faculty to a virtual environment (Staszkiewicz et al., 2020). Based on Mezirow’s (1981) transformative learning theory, the COVID-19 has been the trigger event that challenged adult learners’ values, beliefs, and expectations in higher educational institutions (Kroth & Cranton, 2014). Instructors’ lack of up-to-date online instructional skills to shift their class approach effectively during the pandemic was unveiled (Marshall & Wolanskyj-Spinner, 2020). The study sought to identify best practices across American higher education institutions to adapt their teaching approach to online. The study answered the question, “What are the best practices for higher education instructors to adapt their teaching approach to online environments?” Methodology: This study uses a systematic literature review and an online survey for data collection across higher education institutions in the U.S. The web-based questionnaire includes fixed choice, closed-ended, and open-ended questions into four sections: a) demographic information, b) attitudes about online education, c) online teaching and learning strategies, and d) challenges. The study follows ethical procedures, thematic analysis, and discussion of the findings in the context of existing literature to outline best practices in higher education during the Covid-19 pandemic.

Results:
Instructors believe that online courses are less effective than in-person courses to answer student questions and interact with them during and outside classes. Although the instructors believe that effective technology tools allow students to learn better and provide an excellent way to grade and measure student learning, instructors did not feel entirely comfortable using the technology to interact with students. Many instructors used social media applications to complement the use of a Learning Management System (LMS). These applications are used mainly to keep students engaged in their learning activities. Instructors also indicated that online discussions provide an environment to share ideas and co-construct knowledge. Timely feedback was considered an essential component of teaching presence in an online environment. A high percentage of instructors reply to students’ questions within a few hours or less than a day to increase immediacy (Bialowas & Steimel, 2019), while some assignments were primarily graded between one and five days. Instructors preferred online tests, essay questions, and discussion forums to measure student learning. Instructors favor a combination of pre-recorded and live sessions to deliver a lecture. Despite technical support for creating and teaching online courses, instructors believe institutions do not appropriately reward faculty contributions to digital pedagogy.

Conclusions:
The study contributes to the higher education field with different online teaching strategies. Some of the best practices are:
(a) Social media to keep students engaged in their learning activities;
(b) live course introduction activities;
(c) timely instructor feedback;
(d) multimedia activities. Practical implications for teacher training and implementation of best practices are discussed.

Keywords:

Online education, COVID-19, higher education, digital skills, social media.