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Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises

Clayton Whittle (Department of Learning, Design, and Technology, Pennsylvania State University, University Park, Pennsylvania, USA)
Sonia Tiwari (Department of Learning, Design, and Technology, Pennsylvania State University, University Park, Pennsylvania, USA)
Shulong Yan (Department of Learning, Design, and Technology, Pennsylvania State University, University Park, Pennsylvania, USA)
Jeff Williams (Department of Learning, Design, and Technology, Pennsylvania State University, University Park, Pennsylvania, USA)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 29 June 2020

Issue publication date: 27 July 2020

10738

Abstract

Purpose

This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE).

Design/methodology/approach

Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion.

Findings

This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework.

Research limitations/implications

The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field.

Practical implications

This framework is designed for practical application for use by teachers operating in ERTE.

Originality/value

Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.

Keywords

Acknowledgements

This article is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education,” which contains shorter, rapid-turnaround invited works, not subject to double blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 toward pragmatic instructional application in the Fall 2020 semester.

Citation

Whittle, C., Tiwari, S., Yan, S. and Williams, J. (2020), "Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 311-319. https://doi.org/10.1108/ILS-04-2020-0099

Publisher

:

Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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