Professors’ perception of asynchronous online delivery pre and post the onset of the covid-19 pandemic

During the COVID-19 pandemic, many post-secondary institutions shifted to online
teaching to continue student learning. Faculty unfamiliar with online teaching were expected to
develop and teach asynchronous courses expeditiously which some believed would affect the
integrity of the modality. A phenomenological approach was used to interview eight community
college and university faculty who prior to the pandemic had not taught an asynchronous online
course. The study examined faculty perceptions of asynchronous online teaching prior to the
COVID-19 pandemic and their perceptions of the modality after their institutions required them
to do so. Results showed that faculty perceptions of asynchronous course delivery before
teaching the course were based largely on their prior assumptions and experiences; their
perception of the student experience during asynchronous course delivery; their preference for
teaching in a traditional classroom setting; and the perceived advantages and disadvantages of
teaching asynchronously.
Faculty perceptions after teaching asynchronously varied. Positive perceptions were
influenced by conclusions drawn from the faculty’s collective online course development and
delivery experience; the perceived advantages and benefits received by their online students; and
the perceived professional and personal benefits associated with teaching asynchronously. Each
participant’s negative perceptions were influenced by challenges faculty encountered during their
asynchronous course development and delivery experience such as students needing additional
academic and technological support.