This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE).
Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion.
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.
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.
This framework is designed for practical application for use by teachers operating in ERTE.
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.
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.
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
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