COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection

Authors

Charles B. Hodges, Georgia Southern UniversityFollow
Denver Fowler, Southern Connecticut State UniversityFollow

Document Type

Article

Publication Date

8-15-2020

Publication Title

International Journal of Multidisciplinary Perspectives in Higher Education

DOI

https://doi.org/10.32674/jimphe.v5i1.2507

ISSN

2474-2546

Abstract

This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.

Comments

© 2016 International Journal of Multidisciplinary Perspectives in Higher Education

Recommended Citation

Hodges, Charles B., Denver Fowler. 2020. "COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection." International Journal of Multidisciplinary Perspectives in Higher Education, 5 (1): 118-122: Open Journals in Education. doi: https://doi.org/10.32674/jimphe.v5i1.2507 source: https://www.ojed.org/index.php/jimphe/article/view/2507
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/175