Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

Abstract

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.