2026-09-14T05:42:22Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1552942025-04-30T20:44:30Zcom_10366_155055com_10366_4512com_10366_3823col_10366_155056

00925njm 22002777a 4500 dc Cutri, Ramona Maile author Mena Marcos, Juan José author 2020-08-03 [EN] Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020; Garrison, 2011). Tenure-track and contingent faculty’s willingness to teach online serves students, but little research critiques the forces that produce and constrain faculty’s efforts. Even the most current discussions of faculty readiness lack a strong grounding in criticality. Without such a critical orientation, the power and equity issues involved in the higher education marketplace of online teaching cannot be adequately examined. This critical integrated literature review of 44 studies documents themes of the affective dimensions and identity disruption surrounding faculty’s readiness to teach online and explores their professional vulnerability. Structural and cultural forces that produce and constrain faculty’s experiences transitioning to online teaching emerged from the analysis. This conceptualization of faculty readiness provides a foundation upon which to theorize faculty’s equitable experiences of online teaching. Cutri, R. M., & Mena, J. (2020). A critical reconceptualization of faculty readiness for online teaching. Distance Education, 41(3), 361-380. https://doi.org/10.1080/01587919.2020.1763167 0158-7919 http://hdl.handle.net/10366/155294 10.1080/01587919.2020.1763167 Online teaching Higher education Faculty online readiness Literature review Equity A critical reconceptualization of faculty readiness for online teaching