This post is provided by guest blogger, Dawn Budreau, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In the face of a public health crisis, colleges and universities had a difficult decision to make: cancel classes or find an alternative way to complete the semester? In an article written in the early stages of the mass conversion to online classes due to COVID-19, Hodges et al. (2020) describe how pandemic learning is not the same as a well-planned e-learning program that resulted from instructional design. The term “Emergency Remote Teaching” is proposed to describe the differences between an effectively planned online program and a crisis response. Ideas on how to evaluate emergency remote teaching programs separately from traditional online courses are offered.
Written towards the beginning of the COVID-19 pandemic, before many educational institutions had made their final decisions on how to complete the semester, the authors clearly describe the differences between a reaction and a plan when it comes to online learning. Educators forced into unfamiliar territory online have an opportunity during this time to learn about the many different methods that are now available with online delivery. This timely article is well thought out and researched. I highly recommend the article, not only for those who were thrown into an e-learning environment this year due to COVID-19, but also for online teachers looking to explain why pandemic online learning is not the norm for the online learning community.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning