The sudden transition of face-to-face instruction to remote teaching in the early days of March 2020 created a new prototype for teaching, learning, and support for faculty and staff. The disruption brought to the surface the readiness of faculty and staff, the planning, and efficacy of professional development programs. Millions of faculty and students worldwide found themselves teaching and learning in a technology-mediated environment in a matter of days. Welcome videos at the half of the semester, synchronous lectures, multimedia elements, prompted faculty developers, instructional designers, and trainers suddenly in a new role; support 100 percent of their faculty at their institutions for Emergency Remote Teaching (ERT). While the goal was to provide faculty with the knowledge, skills, and tools required to be successful in a remote teaching environment, this new paradigm underscores the staff's importance and readiness of the faculty, academic and student affairs staff, systems, support structures, and technological infrastructure. Training to be always ready should be a perennial and increasing endeavor. This abrupt change also brought to daylight the pertinence of training, support systems, and academic continuity planning at an institution serving more than 100,000 students annually. An online campus's role in the transition of faculty to remote educational and operational services during the COVID-19 Pandemic is examined in this paper.
Carlos Morales, TCC Connect Campus-Tarrant County College, United States
This paper is part of the ACEID2021 Conference Proceedings (View)
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