Antiquated online learning failed COVID’s test

Somlynn Rorie
Somlynn Rorie

t’s been about two years since many faculty first shifted their physical classrooms and labs online because of the COVID-19 pandemic. For almost everyone in academia across undergraduate and graduate levels, the pandemic sparked a disruptive shift from face-to-face instruction to distance online learning.

Online teaching has evolved through emergency phases, from the original pivot to remote teaching, to a hybrid return model on many campuses, to how faculty are teaching today. The switches back and forth between in-person, hybrid, and remote learning are challenging as is; for students studying complex STEM subjects, these shifts can be even more difficult.