From Emergency Remote Teaching to Effective Distance Education

Supported by McGraw Hill

The spring semester brought change on an unprecedented scale at an astonishingly rapid pace, as colleges and universities of all types shifted to fully remote instruction. The abrupt pivot sent institutions scrambling to provide continuity of learning — and faculty members to grapple with the intricacies of learning-management systems, unfamiliar conferencing technologies, and new protocols for coursework and tests, often with scant instructional-support infrastructure.

Academic administrators know that emergency remote teaching, in its current state, is a short-term solution that will not suffice if we are to face extended or repeated periods of distancing in the pandemic era. Effective online education requires training, preparation, and support — not to replicate courses, but to redesign them.

Beth McMurtrie, a Chronicle senior writer, with a panel of national experts and leading practitioners, explores what it means for institutions to take remote learning to the next level. This forum focuses on the resources colleges need now to design and develop high-quality online courses to take the place of in-person courses this summer and fall.

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