Purpose

With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester. While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress. This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic.

Design/methodology/approach

Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima. A total of 19 faculty members participated in the survey. Of the participants, 56.7% responded in the first survey and 70.9% responded in the second.

Findings

The findings revealed that the faculty’s impressions of their online courses remained positive. The most significant issue cited was time. According to faculty estimations, more than ten additional hours per week were spent preparing for online courses. Nonetheless, many faculty members reported interest in continuing online practices in their future courses.

Practical implications

The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode. However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary.

Originality/value

The study contributes to the existing literature by analyzing one stakeholder group, i.e. faculty members, and their perceptions of teaching during a worldwide pandemic.

中文翻译：

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COVID-19 期间的教学：教师在“特殊”学期期间和之后的看法

目的

随着 2020 年 3 月 COVID-19 大流行在欧洲的到来，世界各地的高等教育机构 (HEIs) 都面临着创建在线课程来完成学期的挑战。在强调灵活性和创新解决方案等积极因素的同时，文献重点关注了许多教师问题，如在线疲劳、情绪健康和压力。本文旨在探讨在 COVID-19 大流行的特殊情况下教师对教学的看法。

设计/方法/方法

在第一周和学期末，通过 Lima 计划在瑞士的一所商学院进行了两次调查。共有19名教师参加了调查。在参与者中，56.7% 在第一次调查中回复，70.9% 在第二次调查中回复。

发现

调查结果显示，教师对其在线课程的印象仍然是积极的。提到的最重要的问题是时间。据教员估计，每周有十多个小时用于准备在线课程。尽管如此，许多教职员工表示有兴趣在他们未来的课程中继续在线实践。

实际影响

COVID-19 大流行推动高等教育机构在以能力为导向的教学模式下拥抱数字革命。然而，向前迈进，高等教育机构必须通过仔细规划和评估他们作为一个机构的数字化准备情况，并在必要时为他们的教师和学生提供培训来减轻长期影响。

原创性/价值

该研究通过分析一个利益相关者群体（即教职员工）及其在全球大流行期间对教学的看法，为现有文献做出了贡献。