The Fall 2020 term served as a litmus test of how well …
The Fall 2020 term served as a litmus test of how well the evolving course material distribution and selection process works for U.S. higher education. More faculty than ever before had to select and adapt their course materials, with less time than previous years to explore their options and make decisions.
On March 11, 2020, the World Health Organization declared COVID-19 to be …
On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. In the following weeks, many cities and countries worldwide went into lockdown, and much of the world shifted to remote learning for students from kindergarten through higher education. The impact was unprecedented.
The year 2020 was likely one of the most challenging ever for the higher education sector. As higher education institutions across the United States rapidly pivoted from in-person classes to online course delivery, administrators and faculty worked from home using various digital technologies to help students complete the spring semester. They had to adjust and plan for a fall term during a period of high uncertainty as to how they could teach and then deliver that instruction. The pandemic forced massive short-term, and both faculty and administrators needed to adjust to new ways of conducting their day-to-day operations.
This project provides a series of three snapshots examining the nature and magnitude of these changes in teaching and learning from faculty and academic administrators' points of view. Informed by survey studies using nationally representative samples, the project examined the state of higher education at three points in time: • April 2020: The pivot to emergency remote teaching was well underway. • August 2020: Prepping and planning for the fall offerings. • December 2020: Looking back at the fall term.
The study represents a partnership of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA), Every Learner Everywhere, and Cengage. These organizations came together to help identify and focus the resources needed to support educators and institutions in addressing teaching challenges during the coronavirus (COVID-19) outbreak.
The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, …
The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study, conducted in the fall of 2020, explores the impact these changes have had on higher education faculty in STEM fields.
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