Emergency Remote Teaching

Abstract

Emergency Remote Teaching (ERT) is “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances” (Hodges et al., 2020, para. 13). In contrast to online learning, this term describes instruction that is entirely remote and is not as robust as intentionally planned and well-designed online learning solutions. While ERT relies solely on technology-mediated learning and can include online learning, it is not limited to online learning solutions. For example, it may involve the use of radio, print, television, telephone, mobile devices, and other mediating technologies that can be delivered remotely. ERT is also different from education in emergencies, which often involves longer-term solutions to address emergency or crisis situations such as displaced refugees, although at times the two may be difficult to distinguish. Hodges et al. (2021) emphasize three characteristics of ERT – temporal in nature, immediacy of an emergency, and the remote nature of instruction – all of which are essential in distinguishing ERT from other terms it may be conflated with, such as online learning or education in emergencies. The purpose of this chapter is to position ERT as a unique term requiring a clear definition of the construct in relation to other prior or emergent adjacent constructs such as education in emergencies and pandemic pedagogy.