The experiences and self-efficacy of faculty members using distance learning for the first time: A qualitative inquiry

Abstract

The purpose of this study was to understand faculty members' experience, self-efficacy, and sense-making processes after teaching via online distance learning for the first time in the Spring, Summer, and Fall 2020 academic terms (i.e., during the COVID-19 pandemic). The research also sought to understand how participants described their teaching and learning methods and approaches after having completed the three academic terms and received students' feedback. This study aimed to use the findings to develop and refine the preparation and procedural guidance offered to first-time distance learning teachers to improve their methods, approaches, and experiences. Using a phenomenological analysis, the researcher collected data from 70 interviews and seven focus groups. The results recommended school leadership to reform their current distance learning-based programs, and to first-time users of distance learning in teaching faculties to help them reflect on their teaching and learning methods and approaches based on a self-efficacy perspective.