Online (language) teaching has been found to be as effective as face‐to‐face (F2F) learning (Moneypenny & Aldrich 2016, J. Educators Online , 13, 105–174; Goertler & Gacs, 2018, Die Unterrichtspraxis/Teaching German , 51, 156–174). Online language teaching has different affordances and challenges than F2F teaching, which can be taken into consideration when online language education is carefully planned using a backwards design iterative process (e.g., Meskill & Anthony, 2015, Teaching language online ). In early 2020, many institutions rapidly transitioned away from F2F instruction due to the global pandemic. While this was at times referred to as online teaching, it in fact is not planned online teaching but rather crisis‐prompted remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020, Educause Review , 27 March). Given the circumstances and the timeframes for crisis online teaching, quality expectations must be lowered especially in regards to testing security, technological sophistication, accessibility, copyright, and learning outcomes. This article presents a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts.

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有计划的在线语言教育与危机引发的在线语言教学：未来的教训

已发现在线（语言）教学与面对面 (F2F) 学习一样有效（Moneypenny & Aldrich 2016, J. Educators Online, 13, 105–174; Goertler & Gacs, 2018, Die Unterrichtspraxis/Teaching German , 51, 156–174)。在线语言教学与 F2F 教学有不同的启示和挑战，当使用逆向设计迭代过程（例如，Meskill & Anthony，2015，在线语言教学）仔细规划在线语言教育时，可以考虑到这一点。2020 年初，由于全球大流行，许多机构迅速摆脱了 F2F 教学。虽然这有时被称为在线教学，但实际上它不是有计划的在线教学，而是危机引发的远程教学（Hodges、Moore、Lockee、Trust 和 Bond，2020，Educause Review，3 月 27 日）。鉴于危机在线教学的环境和时间框架，必须降低质量期望，尤其是在测试安全性、技术复杂性、可访问性、版权和学习成果方面。本文提出了在理想和危机环境中规划、实施和评估在线教育的路线图。