Date of Award

5-12-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Instructional Design, Development and Evaluation

Advisor(s)

Gerald S. Edmonds

Keywords

Disruption;Higher Ed Faculty;Instructional Decisions;Instructional Design;Pandemic

Abstract

The COVID disruption fueled the frequency of instructional decisions. The purpose of this grounded theory study was to investigate award-winning faculty’s instructional decisions and corresponding factors that influenced their instructional decisions. The study was conducted at a private research university in New York State during the COVID pandemic. The investigation employed a qualitative grounded theory approach, using interviews and document analysis of course syllabi. The research generated a grounded theory model explaining instructional decisions during disruption and its relationship with influencing factors. Award-winning faculty members were selected because of their extensive experience in teaching and exemplary innovations in teaching, as recognized by the institution, through their awards. The study was conducted in three semesters Spring 2021, Fall 2021, and Spring 2022 when instruction was fully online, hybrid, and face-to-face respectively due to changing university guidelines during the ongoing pandemic. Each semester, three different faculty members from different disciplines participated in 3-4 interviews and shared their course syllabi. During interviews, individuals were asked to discuss one course that they were teaching at the time of interviews. The study found that the nine participating faculty made various choices, including course design, instructional goals, selection of topics, instructional strategies, and student learning assessments, in designing their courses. Faculty followed a linear or iterative course design process and reported choices they made before and during the implementation of the courses. Faculty’s personal values, expertise, and background were reflected in their instructional decisions during the COVID pandemic. Changes in instruction during the COVID pandemic were made by instructors individually without receiving much support from their departments and the institution at large, suggesting the need to examine the availability and visibility of professional development services offered through the teaching and learning center at the university. Further studies are suggested to explore the relationship between instructional decisions, teaching behaviors, and the effectiveness of instructional decisions.

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Open Access

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