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The pandemic of Spring 2020 necessitated a rapid switch in teaching methods around the world. Most significantly was the revolutionary transition from face to face instruction to remote, distance, or virtual teaching/learning and the resultant online “new normal” that continues to ripple across the academy and society at large. This new reality has necessitated a paradigmatic shift in how scholars, teachers and administrators understand, create, employ, and assess teaching/learning. It has likewise resulted in a shift in how students, parents, families, and employers understand, value, desire, and prefer educational formats and settings. The authors point to the importance of considering aspects of theory, research, and best practices related to this transition. The article surveys resulting first response scholarship and forecast types of questions that loom large regarding the practice of online teaching in the new economic, academic, social framework.

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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