Abstract
“In the spring of 2020, educational professionals rushed to suddenly and unexpectedly shift to remote teaching in light of the COVID-19 pandemic” (Boltz, Yadav, Dillman & Robertson, 2021). During this time, “Schools and universities had to quickly adapt to a distance learning model….” (Stevens, Stevens, & Grady, 2021) as “…professors everywhere scrambled to implement some version of their class in an online format” (Baker & Dannatt, 2020). This study provides an analysis of self-reported survey data gathered from college instructors tasked with preparing preservice teachers or developing in-service teachers, who were forced to transition to online delivery of their courses.
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