In fall 2020, the COVID-19 pandemic created a sudden transition to emergency remote teaching for faculty and students in Audio Engineering Technology (AET) degree programs. This qualitative study explored the experience of AET faculty who taught online using synchronous and asynchronous video during both spring and fall 2020. This study uses the Community of Inquiry (COI) theoretical framework to explore the teaching strategies of AET faculty in response to the pandemic. Qualitative data analysis was performed and responses were interpreted through the three COI elements of teaching presence, social presence, and cognitive presence. An online survey was conducted with 25 faculty, and follow-up focus groups interviews were conducted. These focus group meetings provided additional details about the teaching strategies faculty used during this shift to emergency remote teaching. The results of this study add to the body of knowledge around creating communities of inquiry in AET courses. This study also provides findings, recommendations for future research, and important implications for AET departments and faculty who want to build effective communities of inquiry for their courses, whether in-person or online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]