Key points are not available for this paper at this time.
While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other faculty have chosen to remain focused on their teaching in the classroom. However, COVID-19 has rapidly and without warning ushered all higher ed teaching and learning into emergency remote environments. By now, many who support faculty in transitioning courses have received varying levels of participation and are examining ways to increase support opportunities. But one question might linger: What might be happening with practitioners who appear to be silent?or reluctant to engage with the kinds of support provided?perhaps faculty who might really benefit?
Murray‐Johnson et al. (Tue,) studied this question.