Abstract

Abstract

This study aims to analyze the impact of COVID-19 on digital teaching practices of some AUC faculty in different disciplines. In addition, the study aims to address lessons learned from the COVID-19 experience of the chosen faculty sample and what digital literacies they gained from this experience that they are still using currently in their face-to-face (F2F) classes. The study analyzed the data using both the Community of Inquiry Model (CoI) which highlights three elements in an online course that foster student engagement incorporating emotional presence and the PICRAT framework (PIC) (passive, interactive, creative) which highlights the student’s relationship with technology in a particular educational scenario while (RAT) (replacement, amplification, transformation) explains technology’s impact on a teacher’s previous practice as well as understanding faculty’s digital literacies in the lens of Belshaw’s eight essential elements of digital literacy.

Keywords: COVID-19 impact on higher education, emergency remote teaching, emergency remote education, COVID-19 challenges, the difference between ERT and online learning, digital literacy

School

School of Humanities and Social Sciences

Department

Educational Studies Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 6-30-2025

Submission Date

5-27-2025

First Advisor

Dr. Maha Bali

Committee Member 1

Dr. Daria Mizza

Committee Member 2

Dr. Ibrahim Karkouti

Extent

214p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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Available for download on Thursday, May 27, 2027

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