Abstract

The suspension of face-to-face instruction during the COVID-19 pandemic was precipitated by public health restrictions that raised many concerns about the potential consequences for students to learn. The present study examines the issues encountered by higher education instructors in the virtual learning environment implemented during the COVID-19 pandemic. As a case study using qualitative research, an approach method was conducted during the spring 2021 to 2022 semester: a study group comprised of five instructional members from three institutions in the Midwestern region of the United States. A digital online interview form was shared with the participants to guide the interviews. The obtained data was analyzed through the content analysis method with the primary intent of making two contributions to the literature. First, it illuminates the challenges associated with virtual learning and the availability/unavailability of student support services. Second, it offers insights into the roles and relative influences of faculty collaboration and student controllability as the antecedents of continued student learning and support systems.