Quality Improvement…Why Emergency Remote Learning is not the same as Online Education
Kristi Hall, University of Cincinnati, Clermont College, United States
Innovate Learning Summit, in Online, United States ISBN 978-1-939797-59-9 Publisher: Association for the Advancement of Computing in Education (AACE)
The COVID-19 pandemic forced most academics to move to emergency online teaching. Face-to-face instruction had to be quickly adapted to the online environment so students could continue with their studies. Because of this emergency move, many are confusing what happened during the pandemic with the entirety of online education. For that reason, it is important for online faculty to ensure that they have a quality assurance process in place and continue to monitor and adapt their online classes to better serve students and dispel the myth that what happened during the pandemic is the standard for online education.
According to Ferri, Grifoni and Guzzo, “The adoption of online learning in a situation of emergency represents a need, but it has also stimulated experts, policymakers, citizens, teachers and learners to search for new solutions.” (2020). This session is designed to appeal to seasoned online educators and those who were forced into emergency remote learning during the pandemic. This session would be a roundtable discussion with participants to take the opportunity to discuss the differences between emergency remote learning and online education. Additionally, the roundtable will look at how we can use the quality improvement measures discussed above to ensure that online learning is fulfilling the need for high quality online education for students.
Hall, K. (2021). Quality Improvement…Why Emergency Remote Learning is not the same as Online Education. In T. Bastiaens (Ed.), Proceedings of Innovate Learning Summit 2021 (pp. 42-43). Online, United States: Association for the Advancement of Computing in Education (AACE).
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