Abstract
Remote learning during times of a crisis, such as during the coronavirus disease of 2019 (COVID-19) pandemic, differs markedly from well-planned online learning. In this paper, we highlight our experience in shifting to remote learning and outline lessons we learned from the experience. The COVID-19 pandemic brought a wholly new educational context that uncovered problems that concerned course delivery and assessment, communication and misinformation, and technology. These problems highlight a gap in research on rapid mid-term shift to remote learning during crises. Researchers can access and draw lessons from many resources to learn about effective online learning practices. However, limited research has examined remote learning in response to a crisis, such as the COVID-19 pandemic. We present a case study at Bournemouth University in which we moved a business systems analysis and design (BSAD) course to remote learning during the COVID-19 pandemic. Our results reflect on the importance of learning focus, students focus, and learning resource focus for remote learning. We found that activities to promote effective communication and information resources, student engagement and support, and remote course delivery and assessment constitute essential elements in a rapid shift from blended learning to remote learning during a crisis such as COVID-19.
DOI
10.17705/1CAIS.04824
Recommended Citation
Mavengere, N. B., Henriksen-Bulmer, J., Passmore, D., Mayes, H., Fakorede, O., Coles, M., & Atfield-Cutts, S. (2021). Applying Innovative Technologies and Practices in the Rapid Shift to Remote Learning. Communications of the Association for Information Systems, 48, pp-pp. https://doi.org/10.17705/1CAIS.04824
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