Teaching in times of disruption: Faculty digital literacy in higher education during the COVID-19 pandemic

ABSTRACT

This study identifies how instructors from higher education institutions experienced digital literacy during emergency remote teaching (ERT) as a result of the COVID-19 pandemic. A total of 239 full- and part-time instructors completed an electronic questionnaire with closed and open-ended items. Analysis at the item level provided specific shifts and variations of digital literacy challenges experienced, tools used, tasks performed, and the resources employed. This investigation helps researchers inform the academic community of the digital pedagogy and technologies instructors used during the COVID-19 pandemic. This investigation also highlights some challenges that professional development addressing instructors’ digital literacy can help mitigate.

KEYWORDS:

• Digital literacy
• higher education
• digital tools
• teaching in disruption
• emergency remote teaching
• COVID-19
• pandemic

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Enilda Romero-Hall

Enilda Romero-Hall is an Associate Professor of Education and Graduate Coordinator of the Instructional Design and Technology programme at The University of Tampa. I am interested in the faculty and learners’ digital literacy and preparedness, networked learning in online social communities, culture, technology, and education and feminist pedagogies.

Nadia Jaramillo Cherrez

Nadia Jaramillo Cherrez is a professional faculty/instructional design specialist at Oregon State University Ecampus. Dr. Jaramillo Cherrez’s research interests include the design and evaluation of online and blended learning environments, faculty digital literacy practices, and inclusive teaching online.