Instruments Used to Capture Instructors’ Experiences During a Forced Move to Remote Instruction

Instructional change in higher education has been historically slow. However, the COVID-19 pandemic propelled unprecedented change when instructors were forced to transition to remote course delivery in the middle of an academic semester. This forced-change is atypical of higher education and provided a rare opportunity to study instructor change through the lens of adaptability. A hybrid convergent and sequential mixed-methods study was used to track instructor change related to teaching along the dimensions of cognition, behavior, and emotions during the Spring 2020 semester using a combination of data collection instruments including surveys and interviews. These data collection instruments are described in detail and a one-week slice of the data is presented to demonstrate the nature of the findings these instruments can provide.