During the COVID-19 pandemic higher education institutions have faced many challenges, and among these are questions about how best to offer instruction in the face of sudden and mandatory college closures as well as in light of uncertainties about when campuses might open again. Coupled with these challenges have been signs that higher education is more innovative and flexible than we might have imagined, particularly when it comes to teaching and learning. As college and university educators have navigated the shifting landscape, they have found new and innovative ways to use technology to accomplish instructional goals; and they will most likely have reason to continue in the path of innovation going forward. With the advent of mass remote instruction, college and university faculty members have had to determine how to teach online quickly, with the knowledge that many students did not sign up for online learning and may only have mobile devices coupled with limited internet access. Educators have been remarkable in putting workable short-term technological solutions for remote teaching and learning in place. As a result, the adoption of technology for teaching and learning in recent months has been unprecedented, with synchronous learning taking the fore initially. In particular, video-conferencing apps like Zoom and Skype have provided faculty and students a lifeline during this challenging time. With the close of the spring academic term, however, colleges and university teachers around the world have recognized that there has been a shift in the way that we offer instruction, at least for the foreseeable future, as students may or may not return to campus in the fall. While some institutions have announced that they will be virtual in the fall, others have announced that students will return to campus; but the question of whether that will happen or not looms large. Some institutions have not yet made decisions. At the very least, many faculty members now find themselves planning for fall in a way that allows them to be flexible about whether the teaching they do will occur onsite or online. What this means in practice is that we need to be prepared to teach fully onsite and to shift to fully online teaching at a moment’s notice if an unanticipated campus closure should require it. As a result, many faculty members are now realizing that remote learning is just a first step in a longer journey to offering high quality online education. They are taking up new tools, which allow for Innovative Higher Education https://doi.org/10.1007/s10755-020-09514-w

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危机时期的教与学创新

在 COVID-19 大流行期间，高等教育机构面临着许多挑战，其中包括在面对突然和强制性的大学关闭以及校园何时重新开放的不确定性时如何最好地提供教学的问题。与这些挑战相结合的迹象表明，高等教育比我们想象的更具创新性和灵活性，尤其是在教学和学习方面。随着学院和大学教育工作者在不断变化的环境中导航，他们找到了新的创新方法来使用技术来实现教学目标；他们很可能有理由继续走创新之路。随着大规模远程教学的出现，学院和大学的教职员工不得不确定如何快速进行在线教学，知道许多学生没有注册在线学习，并且可能只有移动设备以及有限的互联网访问。教育工作者在为远程教学和学习提供可行的短期技术解决方案方面表现出色。因此，最近几个月采用技术进行教学和学习是史无前例的，同步学习最初占据了主导地位。尤其是 Zoom 和 Skype 等视频会议应用程序在这个充满挑战的时期为教师和学生提供了一条生命线。然而，随着春季学期的结束，世界各地的学院和大学教师已经认识到，我们提供教学的方式发生了变化，至少在可预见的未来，因为学生可能会也可能不会返回校园在秋天。一些机构宣布他们将在秋季进行虚拟教学，而另一些机构则宣布学生将返回校园；但是这是否会发生的问题显得很突出。一些机构尚未做出决定。至少，许多教职员工现在发现自己在为秋季做计划，这让他们可以灵活地决定他们所做的教学是在现场还是在线进行。这在实践中意味着，如果校园意外关闭，我们需要准备好进行全面的现场教学，并在接到通知后立即转向完全在线教学。因此，许多教职员工现在意识到远程学习只是提供高质量在线教育的漫长旅程的第一步。他们正在使用新工具，