Moving Forward into the fall 2020 semester, we are unsure of what the semester will bring. We are set to inherit students who finished their last year of high school in social isolation in a less-than ideal learning situation. It is projected that this will having sweeping repercussions on how students view online learning and how we teach them. We will also need to be evermore present, and acutely aware, that COVID-19 could have social repercussions that we are not yet prepared for. And finally, we need to consider how the pandemic has affected equity in education and ensure that we are creating equitable learning opportunities for all students.
Therefore, it is critically important to reflect on our teaching experiences and practices during the unprecedented spring 2020 semester. In that spirit, CITEL has created a list of curated articles that offer a snapshot into current conversations in Higher Ed. This curation is meant to provide an overview of these conversations and stimulate you to consider these conversations in application to your own fall 2020 course preparations.
Don’t be too quick to compare true online learning to the online instructional methods that were used during the spring 2020 semester. Hodges et al. (2020) outline the important differences between emergency remote teaching and well-designed online learning instances.
In this article, the messy transition to online learning during the onset of the COVID-19 pandemic is discussed. Lang (2020) outlines the importance of not making early assumptions about online learning and the importance of preparing for online learning in the fall 2020 semester.
What lessons can we learn from spring 2020’s “panic-gogy”? Kamentz (2020) explores the importance of critical compassion and provides advice for moving forward as critical, compassionate professors.
How will COVID-19 change the way we teach? What shifts will take place? Will we see a renewed interest in online learning or a shift to more traditional, FTF teaching practices? How should we prepare ourselves now?
Is there really going to be a huge transformation in higher ed? What lessons can we learn now?
In this article, you will learn how COVID-19 has changed the landscape of education and what it means for the future.
A response to Lederman (2020a), this article explores the personal and social implications of COVID-19 on teaching and learning.
Thinking long-term, what is the social-emotional impact of coronavirus? What do we need to consider as we welcome new students to campus in the fall?
Faced with the possibility of having to do a repeat of spring 2020, what do we need to understand about resilience and how can we best support our students moving forward?
This article discusses the social-emotional impact COVID-19 has had on our students and the impact it might make in years to come.
What has the sudden shift to online learning during COVID-19 taught us about the digital divide?
Did you experience difficulty connecting with some students when we went fully online in the spring? This article explores just how one teacher lost her sense of community during COVID-19.
COVID-19 seems to have magnified underlying inequities and societal problems. In order to move forward, we may need to rely on communications of the past...
How has technology innovated teaching during COVID-19? What innovations can we take with us into the following semesters?
Looking to stock your online teaching toolbox? This is a great place to start.
Using the I-Do, You-Do, We-Do Model of Direct Instruction, this short article reviews ways that you can rethink online Direct Instruction.
This wikidoc provides practical advice for setting up online learning instances.
This unpublished document (sent out to faculty during the COVID-19 pandemic) provides RU faculty with some asynchronous learning tips.
This unpublished document (sent out to faculty during the COVID-19 pandemic) provides RU faculty with some suggestions for rethinking assessments in the online learning modality.
Are discussion boards still viable or overused? This Inside Higher Ed article discusses the pros and cons of discussion boards, explores the instructor’s role on discussion boards.
As scholars, how can we take the social experiment that was (and is) COVID-19 and use it to create new research opportunities to better understand the world around us?