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I am happy to hear we can call it what it is/ was - emergency. There is considerable time and effort involved in developing, and iterating, a course. Switching to remote mid-course and even making a quick transition did not allow for the time and effort I usually put into choosing specific strategies for each learning activity. Often, I chose what worked best given the amount of time and options I had available to me. The options, that is, that I was comfortable enough using that I thought would make sense. Then, options exploded ... like too many options! I feel I am still in that space, I have just started getting comfortable with online options/ tools that have some efficacy - enough to compare them and make a decision on what would work best with my students/ my content etc.

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I am happy to hear we can call it what it is/ was - emergency. There is considerable time and effort involved in developing, and iterating, a course. Switching to remote mid-course and even making a quick transition did not allow for the time and effort I usually put into choosing specific strategies for each learning activity. Often, I chose what worked best given the amount of time and options I had available to me. The options, that is, that I was comfortable enough using that I thought would make sense. Then, options exploded ... like too many options! I feel I am still in that space, I have just started getting comfortable with online options/ tools that have some efficacy - enough to compare them and make a decision on what would work best with my students/ my content etc.

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I agree with the other posts.  ERT can't be compared with typical online instruction.  I find myself struggling each week to recreate the most effective course material, delivery, activities.  Typically, an online course would have been completed weeks in advance.  This time I'm creating week by week and spending hours to make engaging lessons using the blendflex model.

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The move to Emergency Remote Teaching coincided with admission of the inaugural class of the DNP Nurse Anesthesiology Program, which includes students from throughout Florida and across the country.  Our f2f delivery of instruction and interaction with peers and faculty has traditionally set FGCU apart from many other programs.   After a three-year process of curriculum development, planning, and approval, it was a daunting challenge for my colleagues and I to redesign the program for ERT at the “last inning.”  We had to address not only the ability to meet learning outcomes, but also faculty and student preparedness for optimal use of technology.  Fortunately, my colleagues and I had some previous experience with distance learning.  Although we experienced some trial and error with choices we made as well as occasional technical issues related to high-demand synchronous applications, we felt that we had adequate resources to make this change.

I attended the Winter 2019 Course Design Academy along with a co-instructor for one of my courses, and little did I know how helpful this would be in designing active learning activities for ERT.  When we converted to ERT, I felt compelled to use approaches that I learned about in CDA that I may not have otherwise felt comfortable using in my f2f courses.  Needless to say, things were not perfect, but by the end of my teaching that semester, I had more confidence using active learning activities for both synchronous and asynchronous instruction.  As Program Director, I believe that our success in meeting the challenge of ERT is measured by our zero attrition rate as we pass the mid-term of the second semester of this new program, which hopefully reflects student success in meeting course outcomes as well as satisfaction with their experience.  As we plan to continue remote instruction through Spring and to deliver upper semester courses as distance education courses, there is a lot that I have yet to learn.

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This article confirmed how I felt in March. I was an adjunct and had planned a full face-to-face semester. When we moved to online within 1 week, I was a principal trying to get my school set-up for online instruction and computers out to students as well as learning packets. I did not have time to switch to online learning nor did my students because they were all teachers caught up in making their classes online and creating packets for students. We muddled through. Due dates went out the window for work. I feel learning was robbed for the last 5 weeks of class. That experience was the only time I ever taught online. When I moved to FGCU, my classes this semester were completely online and I had to write them. I feel like I do not have the background to make engaging lessons, but I have learned a lot from my students and their requests and I am taking these courses. I see huge potential in doing this right, but I need the tools to do it.

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This article really reflects how I felt during the transition of f2f courses to the online environment. At first I thought, I will just teach synchronous. I thought synchronous equated to 2f2 but it does not. I had to make adjustments quickly to ensure I was present and the students did not feel as if there were missing something. I also felt very challenged to ensure I was maintaining the same rigor as the f2f courses. I implemented meetings with students outside of the scheduled class time to ensure that the students did not feel isolated and they knew I was readily available. This really helped with the anxiety many students had about online learning. This past year has been an orientation by fire to online learning. 

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This article really reflects how I felt during the transition of f2f courses to the online environment. At first I thought, I will just teach synchronous. I thought synchronous equated to 2f2 but it does not. I had to make adjustments quickly to ensure I was present and the students did not feel as if there were missing something. I also felt very challenged to ensure I was maintaining the same rigor as the f2f courses. I implemented meetings with students outside of the scheduled class time to ensure that the students did not feel isolated and they knew I was readily available. This really helped with the anxiety many students had about online learning. This past year has been an orientation by fire to online learning. 

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I enjoyed the article and the pause it makes to differentiate between the intentionality and purpose of Online Teaching and Emergency Remote Teaching. I find the transition to ERT an enormous display of kindness, devotion and audacity from our Faculty. While FGCU is the exception, most SUS Universities charge an extra fee for online courses delivery reflecting the added cost and resources involved in developing content that is available online. Increasing our Online course offering has been a goal for years  and every aspect of it is tracked and evaluated. It increases our ability to grow in a physically limited campus and offer opportunities to retain and support students that need learning delivered in flexible formats. While ERT does not equate to Online Learning, it exposed both Faculty and Students to the opportunity to learn in a different environment. I'm now awaiting the myriad of studies and analysis from this experiment and the effect this transition has on learning outcomes, teaching styles and future delivery formats.

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I've taught online for a while now, and some things I read in the Educause article really resonated with me. To start with, "Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered." With COVID-19 ERT, I had the tendency to be too hard on myself. Planning for an online course takes time, and ERT is overnight. The two are not the same. The next thing that made me think was the evaluation of ERT. In particular, "Evaluation of ERT should be more focused on the context, input, and process elements than product (learning)." This made me consider the context, input, and process elements of my ERT from spring versus the normal online teaching that I've done. The two situations are definitely different. 

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I've taught online for a while now, and some things I read in the Educause article really resonated with me. To start with, "Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered." With COVID-19 ERT, I had the tendency to be too hard on myself. Planning for an online course takes time, and ERT is overnight. The two are not the same. The next thing that made me think was the evaluation of ERT. In particular, "Evaluation of ERT should be more focused on the context, input, and process elements than product (learning)." This made me consider the context, input, and process elements of my ERT from spring versus the normal online teaching that I've done. The two situations are definitely different. 

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The Difference Between Emergency Remote Teaching and Online Learning: This article states that "online learning carries a stigma of being lower quality than face- to-face learning, despite research showing otherwise. I think this is important to highlight as online learning is our new "norm", during these uncertain times this could be a great way to enhance our educational modalities. Switching the old "normality" of face to face learning to virtual learning will aid in the potential growth of our institutional numbers, as well as the growth in the geographical abilities to engage an array of constituents. I am an educator and faculty member however hold a position within an administrative level and understand that without increased retention and numbers,  there will be no virtual or face to face classes being offered. I believe if we continue to advance and enhance our support modalities, not only to the faculty transitioning to online learning modalities, but to the students at large we will be able to engage and enhance students participation, knowledge and engagement across the board. It i our job as educators t adapt, to make things accessible for our students, switching to online learning and giving resources to aid within the online learning modalities will be beneficial for the growth of our institution and student development at large. 

# data[].attributes.subject
The Difference Between Emergency Remote Teaching and Online Learning: This article states that "online learning carries a stigma of being lower quality than face- to-face learning, despite research showing otherwise. I think this is important to highlight as online learning is our new "norm", during these uncertain times this could be a great way to enhance our educational modalities. Switching the old "normality" of face to face learning to virtual learning will aid in the potential growth of our institutional numbers, as well as the growth in the geographical abilities to engage an array of constituents. I am an educator and faculty member however hold a position within an administrative level and understand that without increased retention and numbers,  there will be no virtual or face to face classes being offered. I believe if we continue to advance and enhance our support modalities, not only to the faculty transitioning to online learning modalities, but to the students at large we will be able to engage and enhance students participation, knowledge and engagement across the board. It i our job as educators t adapt, to make things accessible for our students, switching to online learning and giving resources to aid within the online learning modalities will be beneficial for the growth of our institution and student development at large. 

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This was a great article! The biggest takeaway I got from it was to “avoid the temptation to equate ERT with online learning.” I know that for me, the difference between the ERT I did in the spring and the online teaching I have done since the summer is beyond noticeable. Being able to actually design my courses with online learning in mind, instead of rushing to convert face-to-face content to online content, made a world of difference in the quality of my teaching. Another point that stood out to me in this article was this line: “Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise.”I remember there being a lot of think pieces about this very topic back in March and April, as folks were trying to replicate face-to-face instruction online. And like the article says, comparing online learning to face-to-face instruction during emergency circumstances is inherently problematic. 

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This was a great article! The biggest takeaway I got from it was to “avoid the temptation to equate ERT with online learning.” I know that for me, the difference between the ERT I did in the spring and the online teaching I have done since the summer is beyond noticeable. Being able to actually design my courses with online learning in mind, instead of rushing to convert face-to-face content to online content, made a world of difference in the quality of my teaching. Another point that stood out to me in this article was this line: “Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise.”I remember there being a lot of think pieces about this very topic back in March and April, as folks were trying to replicate face-to-face instruction online. And like the article says, comparing online learning to face-to-face instruction during emergency circumstances is inherently problematic. 