This link has been bookmarked by 239 people . It was first bookmarked on 28 Mar 2020, by Tina Rettler-Pagel.
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23 Sep 23Bruno Herrera
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and univ
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18 May 23
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28 Mar 22
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02 Feb 22Valerie Irvine
@otessa_org @steph_moore Looking forward to listening to your talk and leaving your co-authored Magnus Opus work, The Difference Between Emergency Remote Teaching and Online Learning", for those who haven't read it yet...
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16 Jan 22
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02 Jan 22Lisa Kidder
In a lot of other cases, I see lists of "strengths of in-person" that have nothing to do with the actual in-person location but are design decisions that were actively neglected in the emergency dash to remote during Spring 2020.
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07 Nov 21
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24 Sep 21
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Liv
The 3/27/2020 @EDUCAUSEreview article “The Difference Between Emergency Remote Teaching and Online Learning" (by @hodgesc @steph_moore @barblockee @torreytrust @BondAaron) won an APEX 2021 Award for Publication Excellence in the “COVID-19 Media" category.
Did you know there are people who studied online learning before the year 2020 A.D.? It's true!
We also learned media comparison studies are terrible research design because it doesn't control for lots of confounding factors.
Starter reading kit:
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26 Jul 21Heinz Wittenbrink
Schaut mal @gisberta @asfiri The Difference Between Emergency Remote Teaching and Online Learning https://t.co/H0aJUM6eUq
— jupidu (@jupidu) Jul 26, 2021 -
12 May 21
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15 Dec 20Alastair Creelman
Educause Review 2020
covid-19 distance learning distanceeducation students e-learning
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09 Dec 20Belma Gaukrodger
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/xkAsPvE1Ef
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29 Nov 20
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09 Nov 20
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27 Oct 20
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04 Aug 20Darren Sudlow
@mrjhills How much time did they have to prepare? That wasn't a failure of online learning, that was a leadership failure. Spring 2020 was a disaster, but it was emergency remote teaching not online learning. https://t.co/GomFaYeVpi
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01 Aug 20Mike taylor
This is a really important distinction. https://t.co/e3BgohfTxv
Emergency remote teaching is NOT the same as planned online learning! education#learnings# https://t.co/UqmdCU3aio
What I still can't get my head around is why it was such an "emergency" 27 years since the proliferation of the WWW -
20 Jul 20
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29 May 20
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26 May 20Verena Roberts
@barbbrown Totally agree with @verenanz and this has been our conversation with school authorities to understand the difference. Here's a great article: https://t.co/x6FtTtp1QT #CANeLearn #blendEDAB
Crazy, honored, glad this was of help or service to so many https://t.co/kP5gUIQRNm -
Verena Roberts
@barbbrown Totally agree with @verenanz and this has been our conversation with school authorities to understand the difference. Here's a great article: https://t.co/x6FtTtp1QT #CANeLearn #blendEDAB
Crazy, honored, glad this was of help or service to so many https://t.co/kP5gUIQRNm -
21 May 20
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10 May 20
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El aprendizaje en línea conlleva el estigma de ser de menor calidad que el aprendizaje presencial, a pesar de que las investigaciones demuestran lo contrario. Estos movimientos apresurados en línea por parte de tantas instituciones a la vez podrían sellar la percepción del aprendizaje en línea como una opción débil, cuando en realidad nadie que haga la transición a la enseñanza en línea en estas circunstancias realmente se diseñará para aprovechar al máximo las posibilidades y posibilidades de formato en línea
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Joerg Hafer
Authors:
by Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust and Aaron Bond
Published:
Friday, March 27, 2020" -
08 May 20Chris Sharples
#csedresearchbookclub 7/5 thanks for another great book club @janewaite Focusing on: Emergency Remote Teaching (ERT) and looking at the skills required for synchronous videoconferencing https://t.co/qgCTkGob5u and https://t.co/tk9W2eFHE1
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06 May 20Jon Kruithof
Excellent article on Difference Between Emergency Remote Teaching and Online Learning by some Edtech greats https://t.co/X5Xv84Mcx1 @PrincipalRReed @verenanz @barbbrown @sfriesen @ebrownorama @HawazenR @_valeriei @AcfeCate @CSSESCEE
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05 May 20
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Eduard Vaquero
The difference between emergency remote teaching and online learning | @EDUCAUSEreview https://t.co/FpM5Nf8hWQ
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Éric Noël
"Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching."
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Modality
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Fully online
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Blended (over 50% online)
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Blended (25–50% online)
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Web-enabled F2F
Pacing
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Self-paced (open entry, open exit)
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Class-paced
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Class-paced with some self-paced
Student-Instructor Ratio
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< 35 to 1
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36–99 to 1
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100–999 to 1
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> 1,000 to 1
Pedagogy
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Expository
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Practice
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Exploratory
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Collaborative
Role of Online Assessments
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Determine if student is ready for new content
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Tell system how to support the student (adaptive instruction)
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Provide student or teacher with information about learning state
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Input to grade
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Identify students at risk of failure
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Instructor Role Online
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Active instruction online
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Small presence online
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None
Student Role Online
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Listen or read
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Complete problems or answer questions
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Explore simulation and resources
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Collaborate with peers
Online Communication Synchrony
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Asynchronous only
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Synchronous only
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Some blend of both
Source of Feedback
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Automated
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Teacher
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Peers
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Online learning design options (moderating variables)
Source: Content adapted from Barbara Means, Marianne Bakia, and Robert Murphy, Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014). -
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Table 1. CIPP evaluation terms
Context Evaluations
Input Evaluations
Process Evaluations
Product Evaluations
"Assess needs, problems, assets, and opportunities, as well as relevant contextual conditions and dynamics"
"Assess a program's strategy, action plan, staffing arrangements, and budget for feasibility and potential cost-effectiveness to meet targeted needs and achieve goals."
"Monitor, document, assess, and report on the implementation of plans."
"Identify and assess costs and outcomes—intended and unintended, short term and long term."
Source: Daniel L. Stufflebeam and Guili Zhang, The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability (New York: Guilford Publications, 2017).
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04 May 20
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03 May 20Michele Eaton
The difference between emergency remote teaching and online learning | @EDUCAUSEreview https://t.co/FpM5Nf8hWQ
— Shit Academics Say (@AcademicsSay) May 3, 2020 -
30 Apr 20Nicole Lakusta
A well developed online course usually takes 6 to 9 months to plan! https://t.co/y3ObVS7xuo
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28 Apr 20
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ssterrenburg
Interesting read for all who have experienced this sudden shift to online teaching or who are planning upcoming online courses. Social interaction is so important for meaningful learning and meaningful teaching @Health_Society @WUR @CspsWur @ArnoldBregt h
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24 Apr 20
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23 Apr 20
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Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster.
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20 Apr 20Mathieu Plourde
"Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching."
COVID19 veilleULaval EEP2021 continuity college highered educause onlinelearning
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18 Apr 20
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15 Apr 20
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14 Apr 20Pauline Rooney
...and its important to remember! The Difference Between Emergency Remote Teaching and Online Learning https://t.co/9T7QohJnDi
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Cornelie Picht
Bei aller Begeisterung darüber, wie gerade die Akzeptanz für digitales Lehren und Lernen steigt, sollten wir nicht den Blick auf die Möglichkeiten jenseits des "Notfall-Fernunterrichts" verlieren. #cl2025 #twittercampus #twlz https://t.co/cWzOWBesr2
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13 Apr 20
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12 Apr 20Ludmila Kovarikova
@edutopia @bjohnsonEDU Online teaching is not what we are doing right now. It is Emergency Remote Teaching. https://t.co/4NVfvCy6fG
The Difference Between Emergency Remote Teaching and Online Learning - EDUCAUSE https://t.co/Fj7xUAEG2O via @nuzzel -
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Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering
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Although campus support personnel and teams are usually available to help faculty members learn about and implement online learning, these teams typically support a small pool of faculty interested in teaching online. In the present situation, these individuals and teams will not be able to offer the same level of support to all faculty in such a narrow preparation window.
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The temptation to compare online learning to face-to-face instruction in these circumstances will be great.
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"Online learning" will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.
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political agendas without paying sufficient attention to the fact that institutions would make different decisions and invest differently, resulting in widely varying solutions and results from one institution to another.
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Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option, when in truth nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format.
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Here, we want to offer an important discussion around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote teaching.
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What we know from research is that effective online learning results from careful instructional design and planning, using a systematic model for design and development.7 The design process and the careful consideration of different design decisions have an impact on the quality of the instruction. And it is this careful design process that will be absent in most cases in these emergency shifts.
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The authors identify nine dimensions, each of which has numerous options, highlighting the complexity of the design and decision-making process. The nine dimensions are modality, pacing, student-instructor ratio, pedagogy, instructor role online, student role online, online communication synchrony, role of online assessments, and source of feedback (see "Online learning design options").
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Online learning design options (moderating variables)
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Within each of these dimensions, there are options.
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careful planning for online learning includes not just identifying the content to cover but also carefully tending to how you're going to support different types of interactions that are important to the learning process
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Those who have built online programs over the years will attest that effective online learning aims to be a learning community and supports learners not just instructionally but with co-curricular engagement and other social supports.
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Ultimately, effective online education requires an investment in an ecosystem of learner supports, which take time to identify and build. Relative to other options, simple online content delivery can be quick and inexpensive, but confusing that with robust online education is akin to confusing lectures with the totality of residential education.
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Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered.
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While there are resources to which faculty can turn for assistance, the scale of change currently being required on many campuses will stress the systems that provide those resources and most likely will surpass their capacities.
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We need to recognize that everyone will be doing the best they can, trying to take just the essentials with them as they make a mad dash during the emergency. Thus, the distinction is important between the normal, everyday type of effective online instruction and that which we are doing in a hurry with bare minimum resources and scant time: emergency remote teaching.
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emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances.
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It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
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The primary objective in these circumstances is not to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis.
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When we understand ERT in this manner, we can start to divorce it from "online learning."
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What becomes apparent as we examine examples of educational planning in crises is that these situations require creative problem solving
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In reality, it is a way of thinking about delivery modes, methods, and media, specifically as they map to rapidly changing needs and limitations in resources, such as faculty support and training.
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The shift to ERT requires that faculty take more control of the course design, development, and implementation process. With the expectation of rapid development of online teaching and learning events and the large number of faculty in need of support, faculty development and support teams must find ways to meet the institutional need to provide instructional continuity while helping faculty develop skills to work and teach in an online environment.
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The rapid approach necessary for ERT may diminish the quality of the courses delivered
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Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem
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Institutions will certainly want to conduct evaluations of their ERT efforts, but what should they evaluate?
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All of these factors can influence the effectiveness of distance and online learning experiences and can serve to inform learning experience design and program development and implementation
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These recommended areas of evaluation are for well-planned distance or online learning efforts and may not be appropriate in the case of ERT. Evaluating ERT will require broader questions, especially during initial implementations.
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CIPP is an acronym representing context, inputs, process, and products
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Given the need to shift to remote instruction, what internal and external resources were necessary in supporting this transition? What aspects of the context (institutional, social, governmental) affected the feasibility and effectiveness of the transition?
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How did the university interactions with students, families, personnel, and local and government stakeholders impact perceived responsiveness to the shift to ERT? (
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Was the technology infrastructure sufficient to handle the needs of ERT?
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Did the campus support staff have sufficient capacity to handle the needs of ERT?
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Was our ongoing faculty professional development sufficient to enable ERT? How can we enhance opportunities for immediate and flexible learning demands related to alternative approaches to instruction and learning?
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Where did faculty, students, support personnel, and administrators struggle the most with ERT? How can we adapt our processes to respond to such operational challenges in the future?
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What were the programmatic outcomes of the ERT initiative (i.e., course completion rates, aggregated grade analyses, etc.)? How can challenges related to these outcomes be addressed in support of the students and faculty impacted by these issues?
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How can feedback from learners, faculty, and campus support teams inform ERT needs in the future?
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Evaluation of ERT should be more focused on the context, input, and process elements than product (learning)
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Everyone involved in this abrupt migration to online learning must realize that these crises and disasters also create disruptions to student, staff, and faculty lives, outside their association with the university.
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Instructors and administrators are urged to consider that students might not be able to attend to courses immediately. As a result, asynchronous activities might be more reasonable than synchronous ones.
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the possible need for ERT must become part of a faculty member's skill set, as well as professional development programming for any personnel involved in the instructional mission of colleges and universities.
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institutions will emerge with an opportunity to evaluate how well they were able to implement ERT to maintain continuity of instruction. It is important to avoid the temptation to equate ERT with online learning during those evaluations
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09 Apr 20
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07 Apr 20Evon Zundel
#EmergencyRemoteTeaching does not equal #Online #HigherEd https://t.co/eXxErkuhkg
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The LACOL
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and univ
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05 Apr 20
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David Cohen
Yes!!!! I’ve been saying this is not planned Distance Learning it is crisis management https://t.co/uyAkaOo1aS
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valerie taylor
Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.
nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format. -
Grant Frend
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/KbSvmIXKHI
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03 Apr 20
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02 Apr 20Dennis OConnor
"Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching."
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01 Apr 20Bruce Huddleson
The difference between emergency remote teaching and #OnlineLearning. Understand the differences when evaluating emergency remote teaching. https://t.co/P1hDCvu7CG #COVID19 @barblockee @torreytrust @BondAaron @hodgesc @steph_moore
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31 Mar 20
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Michael Hallissy
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/MsulYpPyGt
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Sukaina Walji
quote ""emergency remote teaching" has emerged as a common alternative term used by online education researchers & professional practitioners to draw a clear contrast with what many of us know as high-quality online education."
you'll find many helpfu
@JamesTheo @Anda19 @DrBethanMorgan No, it's not. The research simply doesn't support your opinion on this.
https://t.co/GomFaXXk0I -
Heather Zink
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/4ghGKE9Hse
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Nils Müller
http://twitter.com/rhahnVIE/status/1244148691675631616
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/uFhGgevZ2p -
30 Mar 20Michael Walker
I would urge all educational leaders to read this as you work to communicate with staff and parents. https://t.co/tlgeWBS5Pw
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Lisa Sporn
I would urge all educational leaders to read this as you work to communicate with staff and parents. https://t.co/tlgeWBS5Pw
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Francois Guite
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.
education efficiency pedagogy assessment feedback synchronicity role research remote learning
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29 Mar 20Zoe Pipe
I would urge all educational leaders to read this as you work to communicate with staff and parents. https://t.co/tlgeWBS5Pw
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juan domingo farnos
The Difference Between Emergency Remote Teaching and Online Learning https://t.co/2LYK36eLQz #elearning #emergencyremote #teaching #onlinelearning
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Eric Langhorst
The Difference Between Emergency Remote Teaching and Online Learning. https://t.co/79HhoBgKWb #remotelearning #onlinelearning #distancelearning #COVID19 #microsoftedu
remotelearning onlinelearning distancelearning COVID19 microsoftedu Twitter Favorite
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28 Mar 20Marcus O'Donnell
"The Difference Between Emergency Remote Teaching and Online Learning" in @EDUCAUSEreview https://t.co/oEphvhAC0F @EDUCAUSE @EDUCAUSELI #edtech #EmergencyRemoteTeaching #onlinelearning #COVID19 #highered
edtech EmergencyRemoteTeaching onlinelearning COVID19 highered #twitter
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Michael M Grant
"The Difference Between Emergency Remote Teaching and Online Learning" in @EDUCAUSEreview https://t.co/oEphvhAC0F @EDUCAUSE @EDUCAUSELI #edtech #EmergencyRemoteTeaching #onlinelearning #COVID19 #highered
The difference between emergency remote teaching and #OnlineLearning. Understand the differences when evaluating emergency remote teaching. https://t.co/P1hDCvu7CG #COVID19 @barblockee @torreytrust @BondAaron @hodgesc @steph_mooreedtech EmergencyRemoteTeaching onlinelearning COVID19 highered #twitter
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