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Construction Educators Challenges During Covid-19 Transition From F2f To Online Setting: Case Study At Southeastern Region
The study aimed to determine the impact of COVID-19 on the educators and the concerns with the imparting of education in the traditional setting (face-to-face) in the era of COVID-19. The southeastern states were purposely selected a case study through a list of ASEE sections (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, Puerto Rico, South Carolina, Tennessee, and Virginia). Most of the institutions moved to online education during the spring and summer of 2020, resulting in educators imparting education from home-setting. At the same time, the researchers aimed to investigate the challenges faced by educators in imparting the challenges. The researchers first identified that when the majority of the institutions started to move to an online setting. The majority of the responding faculty indicated that they didn’t visit the university during pandemic of COVID-19. At the same time, a significant portion of faculty to have visited the university at least once a month or month during the pandemic. Since most of the faculty were working from home, the researchers aimed to identify the challenges associated with the new working environment and resulting paradigm. The researchers identified eighteen functions/concerns that could impact faculty while working from home. The respondents were allowed to select more than one function/concern that would impact them in the new work paradigm. The goal was to determine the most important functions/concerns that were impacting the educators in the new paradigm.