2021 ASEE Virtual Annual Conference Content Access

This research paper describes the study of instructors’ experiences adapting to new technology as education shifted to an online format as a result of COVID-19. The experience of adapting to technology is one that we all must encounter multiple times throughout our lives. However, we often are willing to make these changes in order to keep up with modern advances or progress in our professional careers. The experiences faced when confronted with a global pandemic and continuing education are shared phenomena for teachers, students, and even parents.

This autoethnographic study sought to understand commonalities in five instructors’ attitudes toward online education tools, external variables that affected their adaptation, and their overall perceptions of the technology and its usefulness. The research design was guided by the Technology Acceptance Model (TAM). The TAM describes an individual user’s process to accept a new technology. Participants represent a range of disciplines, teach at various educational levels, are spread geographically across the United States, and have less than five years of teaching experience. Semi-structured interviews were conducted over Zoom. Taking an autoethnographic approach, data analysis was a collaborative effort.

Data analysis consisted of two main components: deductive analysis guided by the TAM framework and inductive analysis to encompass experiences outside the TAM framework. Deductive analysis was able to represent much of the participants’ experiences as they adapted to online learning. Actions participants were able to take were often dictated by the institution they are a part of or another governing body such as school districts or state governments. Participants recognized the usefulness of various technologies and tools but did not inherently view them or the experience of teaching online in a positive way compared to teaching in-person. Much of their use of technology and determining whether or not to continue the use of a tool came through trial and error and was accompanied by frustration. Many noted the shift in communication with students from face-to-face to heavy reliance on email, which students were not accustomed to. Inductive analysis detailed interactions between instructors and students, in addition to peers. All participants noted the need to practice empathy with their students and themselves. Interactions with peers served as a support mechanism, often involving group reflection to understand which teaching practices were working while allowing for collaborative effort amidst trial and error.

The results indicate that adapting to and accepting new technologies was necessary to continue providing a space for students to learn. The duality of participants caring for themselves and their students marked a need to establish new boundaries in how they worked and their desire to sustain morale for their students. Institutions that provided resources for learning new tools and encouraged their faculty to indulge in self-care led to a smoother transition to online learning for participants. We provide implications for research, policy, and practice. The authors’ preferred presentation format is the lightning talk.