COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection

Charles B. Hodges; Denver Fowler

doi:10.32674/jimphe.v5i1.2507

COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection

Charles B. Hodges, Denver Fowler

Leadership, Technology, & Human Development

Southern Connecticut State University

Research output: Contribution to journal › Article › peer-review

Abstract

This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.

Original language	American English
Journal	International Journal of Multidisciplinary Perspectives in Higher Education
Volume	5
DOIs	https://doi.org/10.32674/jimphe.v5i1.2507
State	Published - Aug 15 2020

Keywords

COVID-19
Course Design
Course Instruction
Course Modality
Emergency Remote Teaching
Instructional Delivery
Instructional Design
Online Instruction

DC Disciplines

Educational Administration and Supervision
Educational Assessment, Evaluation, and Research
Educational Leadership

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https://doi.org/10.32674/jimphe.v5i1.2507

Cite this

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abstract = " This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.",

keywords = "COVID-19, Course Design, Course Instruction, Course Modality, Emergency Remote Teaching, Instructional Delivery, Instructional Design, Online Instruction",

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AB - This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.

KW - COVID-19

KW - Course Design

KW - Course Instruction

KW - Course Modality

KW - Emergency Remote Teaching

KW - Instructional Delivery

KW - Instructional Design

KW - Online Instruction

UR - https://digitalcommons.georgiasouthern.edu/leadership-facpubs/175

UR - https://doi.org/10.32674/jimphe.v5i1.2507

U2 - 10.32674/jimphe.v5i1.2507

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JO - International Journal of Multidisciplinary Perspectives in Higher Education

JF - International Journal of Multidisciplinary Perspectives in Higher Education

ER -

COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection

Abstract

Keywords

DC Disciplines

Access to Document

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