The abrupt pivot to fully remote instruction left institutions scrambling to provide continuity of learning, as faculty members grappled with the intricacies of learning-management systems, unfamiliar conferencing technologies, and new protocols for coursework and tests, often with scant instructional-support infrastructure.
The Chronicle's report, "Online 2.0," explores how institutions can take remote learning to the next level. What is the best way to make an online-learning experience coherent, educationally meaningful, and attractive to potential and returning students? What is the science behind online learning? And what are the best ways to provide faculty development, evaluate remote courses, and ensure equity for all students?
