In the global landscape of higher education, online teaching and learning has transcended being a mere trend to become an essential requirement in most universities and colleges. The shift from traditional classroom instruction to the online modality requires faculty members to prepare for this transition. This study utilized a qualitative research method with a phenomenological design to investigate faculty preparedness for online teaching and learning within the context of the pandemic. Fourteen participants in the six campuses within Ifugao State University in Ifugao, Philippines took part in the study. Findings reveal that faculty members at Ifugao State University face diverse experiences and challenges during their transition from traditional face-to-face teaching to online instruction. Faculty members’ backgrounds and prior exposure to online teaching significantly shaped their preparedness and confidence in navigating this shift. The study underscores the crucial role of factors such as experience and technological skills in influencing faculty members’ preparedness for online teaching, as well as their self-acknowledged limitations in addressing the unique complexities of the online modality. These findings emphasize the importance of tailored support, resources, and training opportunities to enhance faculty preparedness for effective online pedagogy.
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Ormilla et al. (2024) studied this question.
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