The transition to fully or partially online instruction for K–12 students necessitated by the
2020 COVID-19 pandemic highlighted the current lack of understanding of practices that …

The growth of online learning has created a need for instructors who can competently teach
online. This literature review explores the research questions, program recommendations …

The growing shift toward online learning has brought new expectations for teachers,
including skills needed to combine content knowledge with engaging pedagogical …

Online learning has increased in prominence across all levels of education, despite reported
learner engagement being lower online than during in-person learning. Most learner …

With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk
becoming swept up in a “cult of efficiency” that can dehumanize the learning process for …

As frontline education providers, teachers have encountered many challenges since the
outbreak of the COVID-19 pandemic. To better understand teacher well-being during this …

The COVID-19 pandemic forced colleges and universities to move all in-person courses to a
remote or online learning format. As a result, many faculty, including teacher educators …

The global COVID-19 pandemic has changed our lives in countless ways. This has included
the move to emergency remote learning for PreK-12 and post-secondary education around …

Abstract As of mid-April 2020, 1.5 billion learners were affected by school closures across
191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school …

An increasing number of K–12 schools have adopted blended learning approaches. Current
empirical research has been sparse regarding preparing teachers for blended teaching …