ABSTRACT

Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020; Garrison, 2011). Tenure-track and contingent faculty’s willingness to teach online serves students, but little research critiques the forces that produce and constrain faculty’s efforts. Even the most current discussions of faculty readiness lack a strong grounding in criticality. Without such a critical orientation, the power and equity issues involved in the higher education marketplace of online teaching cannot be adequately examined. This critical integrated literature review of 44 studies documents themes of the affective dimensions and identity disruption surrounding faculty’s readiness to teach online and explores their professional vulnerability. Structural and cultural forces that produce and constrain faculty’s experiences transitioning to online teaching emerged from the analysis. This conceptualization of faculty readiness provides a foundation upon which to theorize faculty’s equitable experiences of online teaching.

摘要

在线课程是整个高等教育的主流。由于冠状病毒大流行，这种模式已经暂时或永久地加速了（Allen＆Seaman，2016； Arum＆Stevens，2020； Garrison，2011）。终身制和临时教师的在线教学意愿为学生服务，但是很少有研究批评产生和约束教师努力的力量。即使是最新的关于教师准备情况的讨论，也都缺乏在批评方面的坚实基础。没有这样的批判性取向，就无法充分研究在线教学高等教育市场中涉及的权力和公平问题。这份对44项研究的重要综合文献综述记录了情感维度和身份破坏的主题，围绕着教师准备在线教学和探索其职业脆弱性的意愿。分析产生了产生和限制教师向在线教学过渡的结构和文化力量。教师准备的概念化为理论化教师在线教学的公平经验提供了基础。