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EVALUATING THE EFFECTIVENESS OF TRANSITIONING FROM FACETO-FACE TO VIRTUAL PLATFORM DURING CORONA VIRUS
by
Nabil Ahmed
This Thesis is being submitted in partial fulfillment of the requirements for the Master of
Science degree in Transformative Leadership
Bethune-Cookman University
Daytona Beach, Florida
Fall, 2023
Copyright
by
Nabil Ahmed
2023
EVALUATING THE EFFECTIVENESS OF TRANSITIONING FROM FACETO-FACE TO VIRTUAL PLATFORM DURING CORONA VIRUS.
By
Nabil A. Ahmed
APPROVED:
_____________________________
[Type Name] Committee Chair
_____________________________
[Type Name] Committee Member
_____________________________
[Type Name] Committee Member
__________________, Year
Date
DEDICATION
This thesis is dedicated to my lovely wife and family. Without the love, support
and patience from them, I would have never made it this far in life. Dad, thank you for
making me understand the importance of education since I was young. Mom, thank you
for all the delicious food and support in the process of growing up and last, but not the
least, to my wife, thank you for sticking by my side through every thick and thin in these
past 3 years together.
iv
ACKNOWLEDGEMENTS
I would like to express my sincere gratitude to all my professors who have been
by my side throughout this journey. First and foremost, I would like to thank my advisor,
Dr Patel, for always being there to respond to any of my inquires throughout this course. I
would also like to thank all my professors, especially Dr Ball and Dr Frazier for their
support throughout this course. Lastly, I would like to thank my supervisors and work
colleagues Dr Patterson, Kofi Jack, John DiNardo and Milton Heflin Junior for their
support in helping me balance the full-time work while completing my thesis.
v
ABSTRACT
The study sought to evaluate the effectiveness of transitioning from face-to-face
to virtual platforms during a crisis such as the COVID-19 pandemic. Crisis such as the
COVID-19 pandemic come when they are least expected and as a result force people to
make changes across every aspect of their lives. For instance, few had anticipated a
change in the working environment to accommodate public health regulations. The
selected university was not spared as all professors had to adapt to online teaching to
ensure social distancing. Some had experience teaching online, but for most, adapting to
the online platform was a new learning experience. The primary research question was:
Subquestions included (1) (2) …
In this study, the professors who have never taught on a virtual platform at the
selected university were interviewed to obtain their input with an aim of determining the
effectiveness of the transition from offline to online teaching. The participants were
surveyed through a list of simple bulletin questions to determine if the transition was
smooth and simple, or difficult and challenging. Consequently, the survey helped to
identify what works in a bid to improve the preparedness of our institutions for similar or
even worse crises.
Conclusion statement here
vi
TABLE OF CONTENTS
Dedication
iv*
Acknowledgements
v
Abstract
vi
List of Tables**
vii
List of Illustrations**
viii
Chapter 1 Introduction
1*
Chapter 2 Review of Literature
4
Chapter 3 Methodology and Procedure
26
Chapter 4 Data and Analysis
32
Chapter 5 Conclusions, Implications, and Recommendations
47
References
52
Appendices
61
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vii
LIST OF TABLES
Table 1: Comparison by Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Table 2: Comparison by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
This page can be eliminated for those theses that do not include illustrations.
viii
LIST OF ILLUSTRATIONS
Leadership Praxis Graphic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
This page can be eliminated for those theses that do not include illustrations.
ix
CHAPTER ONE
INTRODUCTION
During crises such as the COVID-19 pandemic, change proves to be inevitable
more than ever. As stated by a famous author, “faced with a crisis, the man of character
falls on himself. He imposes his stamp of action, takes responsibility for it, and makes it
his own” (Charles de Gaulle, n.d.). At Bethune-Cookman University, all professors were
mandated to familiarize themselves with the online teaching platform to continue
educating our young generation safely and at the same time, following the recommended
social distancing measures. The transition from face-to-face to online teaching is our
main topic of concentration. This thesis will help us understand whether the transition
was smooth or challenging considering several factors such as resources, prior
knowledge, training, awareness, availability and some personal factors such as support,
anxiety, and physical and mental wellbeing.
Background Context
Bethune-Cookman University has been a part of the selected community since
1904. The university’s founder had a deep desire to educate young individuals;
Individuals who have deprived the opportunity to study and become important affiliates
of the community.
The university has since come a long way by merging and affiliating with another
learning insitution and the Methodist church, respectively. The university has also made a
great impact on the community by successfully producing more than 12,000 graduates
1
who have gone ahead to make a substantial contribution to different fields. Accordingly,
the achievements are a testament of the university’s motto that states that “enter to learndepart to serve.” Again, powered by a rich history, the university has been moving
forward strongly. The faculty, staff and the governing bodies are motivated to implement
all necessary changes to provide the best studying environment for our young generation
to succeed in the real world.
At the start of 2020, most were hoping that the year would be as tranquil as the
previous one. However, increasing infection rates and deaths from the COVI-19 virus
prompted governments across the world to implement various measures to contain the
virus leading to disruptions across different sectors, especially education. BethuneCookman University understood the impact of the deadly disease but also understood that
learning must continue, albeit with more health precautions. Consequently, virtual
learning platforms were tested and implemented within a few months into the pandemic.
However, given the rapid transition from offline to online learning, there were
challenges reported across different areas such as from learners, the tutors and even the
platform. As such, the effectiveness of the transition from face-to-face to virtual
platforms such as Canvas and Zoom is still questionable. This thesis is set to review this
transition collecting data from a series of surveys, questionnaires and interviews from
professors who have never used the online platforms before to measure the effectiveness
of the transition.
Statement of Problem
2
Crises are unexpected and uncomfortable situations that mandate changes that
could become a new normal. At Bethune-Cookman University, the faculty members are
committed to teach and share knowledge to help young individuals become vital
members of the community. This year, a crisis came in a form of a deadly disease that
impacted not only Bethune-Cookman but the whole education sector and different areas
of life.
Bethune-Cookman University remained resilient by continuing to keep its doors
open in the fall semester. However, the safety of all members of the university and the
community needed to be taken into deep consideration to ensure the successful
continuation of learning activities. Among the necessary measures taken by the university
were transitioning into the virtual platforms without compromising the success that has
been seen from the face-to-face learning experience. However, the effectiveness of the
transition is yet to be determined and a handbook with guidelines to follow during the
crisis is yet to be written.
Purpose of Research
The purpose of the research was to determine the effectiveness of transitioning
from face-to-face to virtual platform during the COVID-19 pandemic. The main coresearchers were the faculty members of Bethune-Cookman University who have never
used online platforms. The primary research question was: How effective was the
transition of courses from traditional to online for instructors who did not have
experience teaching using virtual platforms at a selected university? The sub-questions
for research included: 1) Can the professors teach better online compared to face-to-face?
2) Is the virtual concept missing any important teaching elements as compared to the
3
face-to-face teaching? and 3) Do the professors have enough training and resources to
successfully teach online?
Significance of Research
This research aimed to determine how effective and efficient the transformation
from face-to-face to virtual learning was for our professors who have never used or
taught using the virtual platforms at Bethune-Cookman University. The university tried
its best to make the process smooth and well-organized, but considering the time
constraints during crisis mode, the possibility of being a success was dim. Again, after
this research, we will be able to see a bigger picture of the transition and be better
prepared by having a handbook to guide us through our next crisis.
Summary of Remaining Chapters
In the following chapters, we will first have a literature review, elaborating the
fundamentals and parameters of our research and action research. I will also review
transformative leadership as a whole and from an ethics perspective. Next, I will cover
the methodology for data collection, its advantages and limitations. We will also sort and
analyze the data to conclude, determine necessary implementations and suggest
recommendations on our guidebook that could hopefully be an asset in the event of
another crisis.
4
CHAPTER TWO
REVIEW OF LITERATURE
The purpose of the research is to determine the effectiveness of transitioning from faceto-face to virtual platform for faculty members at Bethune-Cookman University who had
no experience of teaching using the virtual platforms before. The primary research
question was: How effective and efficient was the transition from Face-to-Face to an
online platform for professors who did not have the experience of teaching using virtual
platforms at the great Bethune-Cookman University? The sub-questions for research
included:
Topic 1) How well did Bethune Cookman University’s management motivate
the faculty members during the transition?
Topic 2) Was the university efficient in providing the needed resources to all
faculty members?
Topic 3) How effective was Canvas training for the faculty?
Topic 4) How effective were faculty in delivering the course to students?
(based on student performance)
The Review of Literature investigates primary studies related to the following
topics connected to the research questions on topic 1, 2, 3 and 4. An explanation of action
research and the selected methodology are included with a review of Transformative
Leadership and the Ethics of Transformative Leadership.
5
Topic 1
An institution requires the collaboration of faculty members, administrator and
other institutional personnel to help in teaching. Academics needs are facilitated by the
administrators and supporting staff to ensure the smooth implementation of shared vision
(Eckhaus & Davidovitch, 2019). Nevertheless, resources are required along with funding,
and improved communication to ensure a smooth transition. Apart from the support staff
and faculty members, students’ advocates can participate in the implementation role that
is significant overall (Eckhaus & Davidovitch, 2019). Advocates can take an active role
to ensure they participate through exploratory discussion groups, designed partnership
and consultations. Practitioners and researchers require emphasizing on professional
development. This area is vital for the faculty members to develop the new pedagogical
skill and professional development to teach (Eckhaus & Davidovitch, 2019). However,
the introduction of technology as a result of the COVID-19 pandemic requires technological
skills for the faculty members to maintain and design and deliver the content of their
course. Eventually, appropriate professional developments need to be identified by the
university where a lack of will put the faculty members in a position where they cannot
deliver (Stupnisky, BrckaLorenz, Yuhas, & Guay, 2018).
Additionally, for the faculty members who would have completed their training,
they will be required to ensure continuous assessment to enable them to incorporate new
practices into their classes. Besides editing, and distributing materials, technical support
will be beneficial. Faculty members with poor mastery of technical skills will be at a
disadvantage in engaging with the course content and course material. Support may occur
via instant messaging, telephone, zoom, canvas or tutorials (Stupnisky, BrckaLorenz,
6
Yuhas, & Guay, 2018). The authors add that an efficient system that encourages
interaction between various actors in the platform increases opportunities for students to
obtain feedback.
References
Eckhaus, E., & Davidovitch, N. (2019). How Do Academic Faculty Members Perceive the
Effect of Teaching Surveys Completed by Students on Appointment and Promotion
Processes at Academic Institutions? A Case Study. International Journal of Higher
Education, 8(1), 171-180.
Eckhaus, E., & Davidovitch, N. (2019). How Do Academic Faculty Members Perceive the
Effect of Teaching Surveys Completed by Students on Appointment and Promotion
Processes at Academic Institutions? A Case Study. International Journal of Higher
Education, 8(1), 171-180.
Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’
motivation for teaching and best practices: Testing a model based on selfdetermination theory across institution types. Contemporary Educational
Psychology, 53, 15-26.
Topic 2
Covid-19 caused an urgent and imperative move to virtual platform learning,
which led to workload and stress on the university staff and faculty members who are
struggling to balance research, service obligation and teaching in their institutions
7
(Abouelenein, 2016). The new norms have forced the staffs from different teaching
backgrounds to work from home despite all the technical and practical challenges
involved. Moreover, some of the changes were made with limited technical personnel.
Notably, pedagogical content knowledge to teach online is the common challenge faced
by the members of the faculty. The Covid-19 crises have exposed the unpreparedness of
the teaching fraternity to the online teaching world considering that most of the previous
systems were largely designed for face- to face classes (Baker & DiPiro, 2019). Lack of
preparedness can be attributed to being the reason for the university not to deliver on
needed resources to the respective faculty members. Most had to make a drastic change
that required them to play the role of both designers and tutors while using unfamiliar
tools. As such, it could be possible that most had to learn and develop online learning
content simultaneously (Baker & DiPiro, 2019). The paper casts light on online teaching
needs to meet the growing number of students in universities who are increasingly
enrolling for digital learning programs.
Reference
Abouelenein, Y. A. M. (2016). Training needs for faculty members: Towards achieving
quality
of
university
education
in
the
light
of
technological
innovations. Educational Research and Reviews, 11(13), 1180-1193.
Baker, B., & DiPiro, J. T. (2019). Evaluation of a structured onboarding process and tool
for faculty members in a school of pharmacy. American Journal of Pharmaceutical
Education, 83(6).
8
Topic 3
Canvas learning management systems have simplified online learning
tremendously considering how the transition in the world of academia is a challenge amid
the pandemic (Frankel et al., 2020). The common feature that makes Canvas conducive is
the ease of use and the fact that it is content-focused and its platform is centered on
learners to ensure both the faculty members and students interact freely. Canvas can be
easily integrated with the university information system to address the issues of the
roaster and course creation. As teaching is done online both the tutor and students can
enhance classroom discussion virtually to improve on the quality of delivery of the class
content. Cooperation and collaboration of the faculty and trainers are vital as they ensure
deadlines are met, as well as structured meeting to assist on the individual courses.
Members of the teaching staff were allowed to train individually or online (Bliquez &
Deeken, 2016). Feedback provided by mailed questioners on the progress of the learning
process. Faculty reported a competent level with the majority supporting canvas as it was
timely suitable and convent to the faculty, hence user friendly.
Reference
Frankel, A. S., Friedman, L., Mansell, J., & Ibrahim, J. K. (2020). Steps towards Success:
Faculty Training to Support Online Student Learning. The Journal of Faculty
Development, 34(2), 23-32.
Bliquez, R., & Deeken, L. (2016). Hook, line and canvas: Launching a professional
development program to help librarians navigate the still and stormy waters of
9
online teaching and learning. Journal of Library & Information Services in
Distance Learning, 10(3-4), 101-117.
Topic 4
The analysis is based on course interview and observation of data that suggest
effective and frequent students’ interaction that creates an online environment for
students to perform and commit themselves to the course to attain stronger academic
level (McDavid et al., 2020). Online learning is considered as effective when tutors
provide more assistance through learning materials promptly to students. Anonymous
survey shows that students largely choose online learning as it offers the learner with
autonomy and convenience. Students with prior knowledge of computer have a better
chance. However, students with little knowledge of computer skills still appreciate online
learning as a reliable way of delivering the course content (Martin, Ritzhaupt, Kumar, &
Budhrani, 2019). A cognitive aspect of online learning, where technology was carefully
set up, tends to be more effective compared to where there are issues. Thus, it is a
challenge for the faculty members to ensure the online learning environment is
favourable to reach their course objectives. Nonetheless, future research needs to
emphasize the effectiveness of the online platform in addressing the needs of students.
Reference
McDavid, L., Parker, L. C., Li, W., Bessenbacher, A., Randolph, A., Harriger, A., &
Harriger, B. (2020). The effect of an in-school versus after-school delivery on
students’ social and motivational outcomes in a technology-based physical activity
program. International Journal of STEM Education, 7(1), 1-12.
10
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online
teaching practices: Course design, assessment and evaluation, and facilitation. The
Internet and Higher Education, 42, 34-43.
Action Research
Based on the pre-existing plethora of literature and culture on the primary concept
of action research, various scholars have addressed its efficacy in education. However,
research shows that most professors and academics in the field have defined action
research differently. Therefore, a review of past and recent literature is necessary to
debunk the most acceptable definition for the same (Glanz, 2014).
From face value, it is clear that action research involves a dual practice for its
achievement. That is, ‘action and research.’ The term ‘action’ refers to the process of
causing change within a person, organization or a community. ‘Research’, on the other
hand, indicates the understanding of a method for better decision-making opportunities
on the part of a scholar or co-researcher/community. Hence, action researcher aims at
achieving both action and research results (Reason and Bradbury, 2001).
According to Reason and Bradbury (2001), action research is viewed as a practice
of inquiries and ideas purposed for human improvement. In a descriptive context, action
research is often used by societies in a collective endeavour to better their lives through
communal problem-solving techniques. Among other researchers, Greenwood (2002)
describes action research as a discreet and procedural form of revolution on qualitative
studies. Action research indicates investigative, interpretive and participative research
11
foundations. Therefore, action research is critical in enhancing problem-solving
techniques in societies, by assigning participative roles to the people involved
(Greenwood, 2002).
Characteristics of Action Research
Action research is distinguishable due to its specific characteristics. Those
include the following:
i.
Cyclic in nature –it is structured in a spiral manner. Researchers get a chance to reflect
on their actions and research findings. Thus, this feature makes action research more
responsive and interactive with its participants.
ii.
Democratic and qualitative –this is due to participants’ democratic involvement in the
interactive inquiry. However, this reduces its scope in statistical analysis making the
process descriptive or qualitative.
iii.
Participative –action research thrives on the participation of a group or community
with the sole of self-betterment.
Dimensions of Inquiry in Action Research
i. Observing the reality of a situation –this inquiry requires a researcher to immerse
themselves into the heart of the prevailing situation. Research and understand
various operations within the system (Greenwood, 2002).
ii. Formulation of an ideal situation –from the acquired knowledge of the system,
one is expected to visualize a perfect condition. From this experience, a
researcher devises a harmonious situation that incorporates all operations of the
ideal into reality.
12
iii. Comparisons between the actual and the ideal situations –the comparison yield
areas of interest from which action is taken to improve the prevailing situation.
i.
Post positivism. It is the view of traditional research, where positivity is indefinite in
the study of human behavior.
ii.
Constructivism –it is the view that knowledge is actively formulated by culture and
social interactions within a specific community/society
iii.
Participatory –it is the view that education and change are achieved from active
contribution via actions and practice.
iv.
Pragmatism –it is a philosophical approach to research
Following the various definitions presented herein, it is clear that action research
is focused on solving problems in specific settings. On the contrary, however, basic
research models consider a multiple of variables, samples and sometimes, controlled
experiments (Reason & Bradbury, 2001). For example, experimental research designs
require controlled trials. This feature is in direct conflict with the cooperative nature of
action research. Also, it is essential to note that basic research designs utilize large data
samples. On the contrary, typical action research is contented on a small sample of
students in a class (Reason & Bradbury, 2001).
According to Reason and Bradbury (2001), a cooperative inquiry requires that a
researcher involves the subject community in research practices, rather than researching
the community itself. Ideally, this model brands all study participants as co-researchers
rather than research subjects (Reason & Bradbury, 2001).
Transformative Leadership
13
Control is one of the most crucial principles of an effective manager. The
principle refers to an interactive process between a leader and staff who influence them at
the workplace for the organization’s goals achievement. Leadership provides a direction
to ideal future aims and aligns the followers to achieve the anticipated objectives (Berg,
2015). Also, leadership is regarded as a dynamic interactive process that involves several
dimensions involving planning, organizing, directing and controlling activities. In the
current world, leaders must be prepared to use various leadership styles to manage well
their followers based on organizational objectives and needs. This paper aims to explain
varying approaches and behaviors which define transformational leadership.
Transformational leadership is an effective leadership style applicable to many
organizations. The leadership style is a new leadership method, which focuses on how
leaders may create valued and optimistic change in their followers (Ghasabeh &
Provitera, 2017). This leadership style focuses on the way of leading, which is needed to
change an organization for its success. Discrete attention and distinct talents of
employees is vital so that organizations may benefit from the leadership style.
Transformational leadership usually guides employees by giving them the assurance and
encouragement to adapt to the new change. This change helps them to have insight into
the fact that the change and new knowledge will yield as an added value. The leaders
challenge their followers with a vision and tie the vision to a plan which facilitates its
success. In this leadership style, they engage and encourage their followers to familiarize
themselves with the organization‘s goals and values. Transformational leadership
encompasses four behavior types which consist of individualized consideration,
intellectual stimulation, inspirational motivation and idealized influence.
14
Transformational leadership emphasizes on increasing workforce enthusiasm and
engagement with efforts to link employees’ sense of self with organizational values
(Ahmad, Abbas, Latif & Rasheed, 2014). The transformational approach focuses on the
strengths and weaknesses of workforces to improve both their commitment and
competences to organizational purposes by listening to their opinions. Transformational
leaders express personalized thoughts to followers by meeting their requests.
Individualized consideration, in this case, refers to an extent in which leaders address
their follower’s wants, act as mentors and pay attention to follower’s apprehensions. This
behavior involves various actions which include discussing and sympathizing with
individual needs of employees, creating interpersonal linkages with workers, and
expressing genuine compassion to workers. Also, it may involve inspiring employees’
professional development and individual growth.
Transformational leadership values autonomy and creativity amid followers
(Uusi-Kakkuri, 2017). The leaders back their followers by including them in the process
of decision-making and motivating their exertions to be creative and innovative to
determine solutions to problems. Thus, the leader challenges expectations and asks
notions from followers without criticizing them. The leader changes the manner
followers’ reason and frame problems. This is because the vision which the leader
conveys enables followers to see a big picture of them in the organization which in return
enables them to excel in their efforts
Transformational leaders inspire their followers to become innovative and
creative. Intellectual stimulation results from leaders who create safe settings for
15
experimentation and for sharing ideas (Sánchez-Cardona, Salanova Soria & LlorensGumbau, 2018). Primarily, they help in tackling problems in a new way and inspire
workers to contemplate about their conventional approaches and share new thoughts
critically. The type of behavior includes encouraging the creativity of employees’,
challenging the status quo, striving for consistent innovation, and risk-taking when
suitable in achieving goals.
Inclusion excellence includes the creation of an organizational culture which
promotes diversity, fairness, and civil discourse. It entails the creation of a safe
environment where people in the organization feel appreciated and express their opinions
to improve operations in an organization. Transformational leaders create and uphold
organizational cultures which promote inclusion and excellence. These proactively find
and remove organizational barriers which prevent workers from contributing their ideas,
engage in decision making, innovate and become productive.
Inspirational motivation denotes the ability of leaders to inspire self-assurance,
inspiration with a sense of drive amid their followers. The transformational leader needs
to give a clear vision for the imminent time, explain groups’ expectations and show
commitment to the objectives which have been set. This transformational leadership
aspect requires excellent communication skills because the leaders need to convey their
messages with accuracy and a sense of authority. Additional and essential behaviors of
leaders may include their continued optimism and enthusiasm.
Leaders with an inspirational vision challenge their followers to move from their
comfort zones, communicate hopefulness concerning their future goals and give a
meaning for the ongoing task (Johnson, 2018). Drive and purpose generate the energy
16
which drives people forward. The visionary leadership aspects are supported through
proper communication skills and make the vision easier to understand. This encourages
followers willing to invest their exertions in various tasks to be inspired and optimistic
concerning the future and believes in their capabilities. Behaviors which show
inspirational motivation may include motivating workforces to advance results, explain
how the organization can change over time, foster a strong sense of purpose amid
workers, link discrete employees and organizational objectives and help workers to
succeed to a great extent than they think.
Transformational leaders usually act as role models through displaying a
charismatic personality that influences their followers to desire to be like leaders
themselves. Idealized influence may be shown by a transformational leader’s
preparedness to take risks and follow a set of values, and ethical ideologies in the actions
that they may consider taking (Hughes, 2014). Thus, through this idealized influence
concept, the leaders create trust with followers who in turn develop trust in their leaders.
Transformational leaders should exemplify the principles that the followers will
learn and internalize. The basis of transformational leadership is promoting constant
values and vision. Transformational leaders provide followers with a sense of meaning
which in return enables them to address challenges which they may encounter. The
leaders then foster the spirit of teamwork and obligation in a manner which includes
promoting a broad and all-encompassing vision, leading by example, expressing
commitment to the set objectives, creating trust and self-confidence in workforces, and
finally being representative of organizational goals, mission, and culture.
17
In conclusion, this paper explains changing approaches and behaviors which
define transformational leadership. It explains that the transformational leadership style is
a method which emphasizes on how leaders create positive and valuable change in their
followers by influencing their behavior. The paper discusses the four types of conduct
which consist of individualized consideration, intellectual stimulation, inspirational
motivation and idealized influence which are the goals of the transformational leadership
approach.
References
Ahmad, F., Abbas, T., Latif, S., & Rasheed, A. (2014). Impact of transformational
leadership on employee motivation in telecommunication sector. Journal of
management policies and practices, 2(2), 11-25.
Berg, J. L. (2015). The role of personal purpose and personal goals in symbiotic
visions. Frontiers in psychology, 6, 443.
