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?:abstract
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This qualitative narrative study explored the lived experiences of full-time graduate professional studies faculty who transitioned from on-ground teaching to online teaching at 4-year private nonprofit higher education institutions in the United States Today\'s higher education faculty are significantly impacted by growing expectations to deliver instruction in the online learning environment Technological advancements at higher education institutions in the past two decades (2000-2020) played a role in faculty\'s contemplation whether to hesitate, resist or embrace a transition from on-ground to online teaching Fewer on-ground class offerings, coupled with greater demand by higher education institutions to reach underserved and geographically dispersed students, has necessitated greater reliance by higher education institutions on full-time, non-tenure-track faculty, also known as contingent faculty This study informed development of model approaches for faculty transformation to online teaching and learning that took in to account self-directed learning, transformative experiences and new evolving skill sets In addition, the study demonstrated a lack of alignment between online teaching practice and institutional policy;in the words of one participant as a \'suit that doesn\'t fit \' It the seeks to influence development of appropriate policies as higher education institutions advance online education, including policies that impact faculty workload, promotion and rewards systems, and work-life balance This is especially relevant as higher education institutions embark on the advancement of online programs after the COVID-19 pandemic (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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