ABSTRACT

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.

摘要

在2020年春季，高等教育机构（IHE）关闭了建筑物，但继续通过美利坚合众国的紧急远程教学程序提供指导。尽管学生和教职员工因使用在线工具进行远程学习的准备不足而受到了很多关注，但IHE的教学设计人员正在努力为这两个群体提供支持。使用扎根的理论，本研究的目的是确定教学设计师在此过渡期间对其角色和职责的突然转变的理解。我们还收集了数据，以了解教学设计者对IHE修改其远程教育计划以准备在2020年秋季及以后在美国重新开放的远程教学计划的支持的期望。全面的，他们的角色转移侧重于在大学社区内部建立关系。具体工作包括收集，组织和分配资源，设计教师课程开发讲习班，提供技术支持以及倡导学生及其职业。