Advancing an agenda for instructional preparedness: lessons learned from the transition to remote learning

Abstract

The coronavirus pandemic’s onset resulted in unexpected “instant transitions” to remote learning at colleges and universities across the country. Faculty reactions to mandates to depart the face-to-face classroom in favor of a digital environment varied significantly. At one end of a continuum were communication scholars and teachers who had taught online and could navigate their way agilely around their learning management systems’ complex technologies. At the other end of that continuum were those with less preparation in online teaching who reacted with disbelief and apprehension to a message to “immediately go remote!”

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