Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and the United States

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  • Additional Information
    • Availability:
      MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: [email protected]; Web site: http://www.mdpi.com
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      COVID-19; Pandemics; Online Courses; Physical Therapy; College Faculty; Foreign Countries; School Closing; Teacher Attitudes; Cultural Differences; Teaching Methods; Barriers; Teacher Student Relationship; Student Evaluation; Family Work Relationship; Teacher Collaboration; Teaching Conditions; Adjustment (to Environment); Expectation; Stress Variables
    • Subject Terms:
      Brazil; Cyprus; United States
    • ISSN:
      2227-7102
    • Abstract:
      The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries--Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants' interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1290287