Chapter 21 The Difference between Emergency Remote Teaching and Online Learning

In: Handbook of Research in Online Learning
Authors:
Charles B. Hodges
Search for other papers by Charles B. Hodges in
Current site
Google Scholar
PubMed Close
,
Stephanie Moore
Search for other papers by Stephanie Moore in
Current site
Google Scholar
PubMed Close
,
Barbara B. Lockee
Search for other papers by Barbara B. Lockee in
Current site
Google Scholar
PubMed Close
,
Torrey Trust
Search for other papers by Torrey Trust in
Current site
Google Scholar
PubMed Close
, and
M. Aaron Bond
Search for other papers by M. Aaron Bond in
Current site
Google Scholar
PubMed Close
Type:
Chapter
Pages:
511–522
DOI:
https://doi.org/10.1163/9789004702813_021

Purchase instant access (PDF download and unlimited online access):

$40.00
Add to Cart
Redeem Access Token

Abstract

Well-planned online learning experiences are meaningfully different than 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.

  • Collapse
  • Expand
Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

  • Alexander, B. (2020, March 9). Coronavirus and higher education resources. Bryan Alexander. https://bryanalexander.org/coronavirus/coronavirus-and-higher-education-resources/

    • Search Google Scholar
    • Export Citation

  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational research, 79(3), 1243–1289.

    • Search Google Scholar
    • Export Citation

  • Branch, R. M., & Dousay, T. A. (2015). Survey of instructional development models. Association for Educational Communications and Technology (AECT).

    • Search Google Scholar
    • Export Citation

  • Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’(Mis) judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition. https://doi.org/10.1016/j.jarmac.2019.12.009

    • Search Google Scholar
    • Export Citation

  • CAST. (n.d.). UDL on campus. http://udloncampus.cast.org/home

  • Czerniewicz, L. (2020, March 15). What we learnt from “going online” during university shutdowns in South Africa. PhilOnEdTech. https://onedtech.philhillaa.com/p/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa

    • Search Google Scholar
    • Export Citation

  • Davies, L., & Bentrovato, D. (2011). Understanding education’s role in fragility: Synthesis of four situational analyses of education and fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia. International Institute for Educational Planning, 7–9. https://education4resilience.iiep.unesco.org/en/node/957

    • Search Google Scholar
    • Export Citation

  • Federal Student Aid. (2020, March 5). Guidance for interruptions of study related to Coronavirus (COVID-19). U.S. Department of Education. https://fsapartners.ed.gov/knowledge-center/library/electronic-announcements/2020-03-05/guidance-interruptions-study-related-coronavirus-covid-19-updated-june-16-2020

    • Search Google Scholar
    • Export Citation

  • Fink, J. (2019, August 29). Florida universities canceling classes, closing campus ahead of potential category 4 Hurricane Dorian. Newsweek. https://www.newsweek.com/hurricane-dorian-category-4-florida-universities-close-cancel-classes-1456886

    • Search Google Scholar
    • Export Citation

  • Head, J. T., Lockee, B. B., & Oliver, K. M. (2002). Media, method, and mode: Clarifying the discussion of distance education effectiveness. Quarterly Review of Distance Education, 3(3), 261–268.

    • Search Google Scholar
    • Export Citation

  • Johnson, E. (2019, October 28). As fires rage, more campuses close. Inside Higher Ed. https://www.insidehighered.com/news/2019/10/29/california-fires-and-power-outages-close-campuses

    • Search Google Scholar
    • Export Citation

  • Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.

  • Merriam-Webster. (n.d). Teaching. In Merriam-Webster.com dictionary. Retrieved March 15, 2020, from https://www.merriam-webster.com/dictionary/teaching

    • Search Google Scholar
    • Export Citation

  • Moore, M., Lockee, B., & Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly, 25(1), 20–26.

    • Search Google Scholar
    • Export Citation

  • Olo, D. P., Correia, L., & da Conceição Rego, M. (2020). The main challenges of higher education institutions in the 21st century: A focus on entrepreneurship. In A. D. Daniel, A. A. C. Teixeira, & M. T. Preto (Eds.), Examining the role of entrepreneurial universities in regional development (pp. 1–23). IGI Global.

    • Search Google Scholar
    • Export Citation

  • Stanger, A. (2020, March 19). Make all courses pass/fail now. Chronicle of Higher Education, 3, 19. https://www.chronicle.com/article/make-all-courses-pass-fail-now/

    • Search Google Scholar
    • Export Citation

  • Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.

    • Search Google Scholar
    • Export Citation

  • Surry, D. W., & Ensminger, D. (2001). What’s wrong with media comparison studies? Educational Technology, 41(4), 32–35.

  • Zimmerman, J. (2020, March 10). Coronavirus and the great online learning experiment. Chronicle of Higher Education. https://www.chronicle.com/article/coronavirus-and-the-great-online-learning-experiment/

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past 365 days Past 30 Days
Abstract Views 165 165 31
Full Text Views 3 3 0
PDF Views & Downloads 9 9 0