COVID-19 forced all education online during Spring 2020 requiring face-to-face higher education faculty to immediately redesign their courses for an online modality. This dissertation studied faculty who used Canvas as their Learning Management System to investigate how faculty leveraged affordances and navigated constraints of the platform, specifically in Pages and Assignments, when they designed and redesigned their courses; how their pedagogical and Canvas training affected their choices; and the ways in which their experiences affected their workload and stress levels. This study employed a three-phase methodology: a) a Qualtrics survey with open and closed-ended questions; b) 11 faculty were interviewed; and, c) Canvas course sandboxes of the interviewees were observed via Zoom. The results indicate that although the majority of faculty had some kind of pedagogical or Canvas training prior to the pandemic, they felt extreme stress and higher workload during spring, but lower stress and workload during summer as they prepared for fall since they had more time to work. The majority of faculty worked nonstop throughout 2020, even during their Spring Breaks and summer vacations; they did so without additional pay while writing, designing, and redesigning courses, and only a few faculty were paid for additional summer training. The research was analyzed through a convergent framework of Critical Digital Pedagogy, Interface, and Affordance theories, which formed the Pandemic Teaching Cycle and development of a new educational affordance taxonomy.
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Doctor of Philosophy (Ph.D.)
College of Arts and Humanities
Texts and Technology
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Kugelmann, Christine, "Canvas Course Design and the Effects on Faculty Workload and Stress During COVID-19" (2021). Electronic Theses and Dissertations, 2020-. 891.