This experience paper recounts the research and outcomes of applying a modified professional learning community (PLC) to a pre-service teacher education course. The purpose of applying the PLC to the pre-service teacher education course was to increase community amongst students participating in a HyFlex classroom. In a HyFlex classroom, students…

This study examines the types of oral comments from a reviewer's as well as an author's perspective offered within an online writing group (OWG) that met during the confinement due to the COVID-19 pandemic. The purpose was to zoom in on the members' interactions to have a broader perspective of how these exchanges could provide support through…

The COVID-19 pandemic has dramatically affected the way that healthcare is delivered in the United States and has likewise affected the way that health professions education is taught. This article reports a case study of a cohort-based health professions education program that was forced to transition from a blended model to a fully virtual…

This teaching note describes how a school of social work adapted Objective Structured Clinical Examinations (OSCE) during the COVID-19 pandemic to an online live-streamed format, providing students the opportunity to engage in this experiential learning activity despite pandemic-related limitations. A step-by-step process for developing online…

The COVID-19 pandemic led to an urgent need for professional development (PD) experiences to support teacher learning across hybrid and digital contexts. This study investigates teachers' experiences in a Virtual Pivot, a PD workshop designed to support computational thinking integration into disciplinary teaching. Participants were 151 middle and…

With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods…

During the COVID-19 outbreak, the imposition of home restriction or quarantine led to the use of emergency remote teaching for education purposes. Adolescent students faced a challenge while trying to maintain a school experience and receive reliable information about the pandemic. This study presents the results for students' perceptions of…

Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic. As our university made the decision to operate…

COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19's impact on teaching and learning, and the resulting challenges facilitating ERT during this time, likely varied…

It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions;…

This article describes an equity-focused professional learning community that used the EQUIP observation protocol to provide data analytics to instructors. The learning community met during Spring 2020, and due to the global coronavirus pandemic, it moved online midsemester. This article describes patterns of student participation and how they…

Due to the COVID-19 pandemic, the world of education has had to abruptly pivot to relying heavily on digital methods of delivery. For teachers, much of their professional learning has gone digital as well. To help those in charge of developing and delivering teacher professional learning online, this knowledge brief produced by the Region 15…

In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey…

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with…