Faculty throughout the world abruptly adapted their instructional delivery approaches via technology during the spring, summer, and fall terms in 2020 due to the COVID-19 virus. While faculty used a variety of modalities to disseminate content, such as recorded lectures and online tests, many students who did not prefer online classes experienced frustration and lessened opportunities for learning. Forced to teach online courses, faculty needed to utilize pedagogical practices to engage students actively. Instead of lecturing as they would have in classrooms, faculty need to learn to record short lectures providing only essential content and information unavailable in textbooks or readings. Faculty needed guidance in designing effective online courses beginning with the establishment of learning outcomes with aligned assessments. Faculty needed to add details and clarity to syllabi and organize disciplinary content into sequential learning modules, each filled with internet resources including videos, discussion groups, and a variety of learning activities and assessments. In designing and teaching online courses that fostered regular and substantive interactions, faculty needed to provide interactive lectures interspersed with engaging learning activities to expand and strengthen student learning. [ABSTRACT FROM AUTHOR]
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