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Related Experiment Video

Updated: Sep 5, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching.

David R Gomez¹, William Swann², Mary Willms Wohlwend²

¹Lindenwood University, 209 S. Kingshighway Roemer Hall 019, 63301 St. Charles, MO USA.

Journal of Computing in Higher Education

|July 11, 2022

Summary

This study adapted an online faculty development course to support remote teaching during COVID-19. The Evidence-Based Practices for Teaching Online (EBPTO) course successfully equipped instructors with essential online teaching skills.

Keywords:

Distance Education Emergency remote teaching Faculty Development Instructional Design Online learning

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Published on: May 20, 2018

Area of Science:

Education
Online Learning
Higher Education

Background:

The COVID-19 pandemic necessitated a rapid shift to remote instruction for all faculty.
Existing online faculty development resources needed adaptation to meet urgent, large-scale needs.
The University of New Mexico utilized its Evidence-Based Practices for Teaching Online (EBPTO) course.

Purpose of the Study:

To examine the adaptation of an asynchronous, online faculty development resource (EBPTO) for emergency remote teaching.
To assess the effectiveness of the adapted EBPTO course in supporting instructors during the COVID-19 pandemic.
To understand faculty learning experiences and identify key takeaways from the adapted online teaching course.

Main Methods:

A case study approach was used to analyze the adaptation of the EBPTO course.
Data were collected from 117 participants in the largest EBPTO cohort via reflective journals and end-of-course surveys.
Qualitative analysis of journals focused on learning experiences, practical skills, and remaining questions.

Main Results:

Participants reported high value in course mapping and backwards design principles.
Instructors gained deeper familiarity with learning management system (LMS) tools.
The adapted EBPTO course successfully met learning objectives despite scaling for a large cohort.

Conclusions:

The adapted EBPTO course effectively supported faculty transitioning to remote instruction.
Evidence-based online teaching practices and LMS tool proficiency were key outcomes.
Online faculty development resources can be rapidly adapted to address emergent educational needs.