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During the spring of 2020, institutions of higher education (IHEs) closed their buildings but continued to offer instruction through emergency remote teaching procedures in the United States of America. Although students and teaching faculty received much attention for their mutual under preparedness for remote learning using online tools, instructional designers at IHEs were working to support both groups. Using grounded theory, the purpose of this research was to identify instructional designers' perceptions of their abrupt shift in roles and responsibilities during this transition. We also gathered data to understand instructional designers' expectations for supporting future course design and delivery as IHEs revise their distance education plans to prepare for re-opening in the fall of 2020 and beyond in the United States of America. Overall, their role shift focused on building relationships within the university community. Specific efforts included gathering, organizing, and distributing resources, designing faculty course development workshops, providing technology support, and advocating for students and for their profession.
Xie et al. (Sat,) studied this question.
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