The online pivot has opened many people’s eyes to new possibilities and challenges in the postpandemic world. This article describes what five geographers in three different countries learned from the experiment and assesses how the lessons can be carried forward. One of the big surprises for some of us was the extent to which students were open to different ways of learning during the 2020–2021 academic year. It is clear that some students wish to continue their programs either partially or completely online, although it is also clear that students continue to enjoy field work. The online pivot also showed us that assessment needs to be reexamined, student stress levels need to be lowered, and inequities among students need to be addressed. There are challenges associated with online education across international borders. From a faculty perspective, we have found that nobody needs to be isolated from research opportunities and collaboration, but there are also limits on what we can do. There are growing threats to academic freedom, and we need to move faculty away from precarious employment. Finally, some of us learned the importance of work–life balance.

在线支点让许多人看到了大流行后世界的新可能性和新挑战。本文描述了来自三个不同国家的五位地理学家从实验中学到了什么，并评估了如何将这些经验教训发扬光大。对我们中的一些人来说，最大的惊喜之一是学生在 2020-2021 学年期间对不同学习方式的开放程度。很明显，一些学生希望部分或完全在线继续他们的课程，尽管学生继续享受实地工作也很明显。在线枢纽还向我们表明，需要重新审查评估，需要降低学生的压力水平，需要解决学生之间的不平等问题。跨境在线教育存在挑战。从教师的角度来看，我们发现没有人需要与研究机会和合作隔绝，但我们能做的也有限制。学术自由面临的威胁越来越大，我们需要让教师远离不稳定的工作。最后，我们中的一些人了解了工作与生活平衡的重要性。