Difference Between Journal Article Review and Research Paper

Well-planned online learning experiences are meaningfully unlike from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-nineteen pandemic should understand those differences when evaluating this emergency remote education.

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Due to the threat of COVID-19, colleges and universities are facing decisions about how to continue teaching and learning while keeping their faculty, staff, and students condom from a public health emergency that is moving fast and not well understood. Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and take mandated that faculty motion their courses online to aid prevent the spread of the virus that causes COVID-19. The list of institutions of higher education making this decision has been growing each day. Institutions of all sizes and types—state colleges and universities, Ivy League institutions, customs colleges, and others—are moving their classes online.¹ Bryan Alexander has curated the status of hundreds of institutions.^two

Moving educational activity online can enable the flexibility of teaching and learning anywhere, anytime, merely the speed with which this motility to online instruction is expected to happen is unprecedented and staggering. Although campus support personnel and teams are usually available to help kinesthesia members learn almost and implement online learning, these teams typically support a small puddle of faculty interested in didactics online. In the present situation, these individuals and teams will not be able to offering the same level of support to all kinesthesia in such a narrow preparation window. Faculty might experience like instructional MacGyvers, having to improvise quick solutions in less-than-ideal circumstances. No affair how clever a solution might exist—and some very clever solutions are emerging—many instructors will understandably find this procedure stressful.

The temptation to compare online learning to face-to-face educational activity in these circumstances will exist slap-up. In fact, an article in the Chronicle of Higher Instruction has already called for a "grand experiment" doing exactly that.ⁱⁱⁱ This is a highly problematic proffer, withal. First and foremost, the politics of any such debate must exist acknowledged. "Online learning" volition get a politicized term that can take on any number of meanings depending on the argument someone wants to advance. In talking about lessons learned when institutions moved classes online during a shutdown in Southward Africa, Laura Czerniewicz starts with this very lesson and what happened around the construct of "blended learning" at the time.⁴ The idea of blended learning was fatigued into political agendas without paying sufficient attention to the fact that institutions would brand different decisions and invest differently, resulting in widely varying solutions and results from 1 institution to another. With some of that retrospect as wisdom, nosotros seek to advance some careful distinctions that we hope can inform the evaluations and reflections that will surely result from this mass motility by colleges and universities.

Online learning carries a stigma of existence lower quality than face-to-confront learning, despite research showing otherwise. These hurried moves online past so many institutions at in one case could seal the perception of online learning every bit a weak option, when in truth nobody making the transition to online education under these circumstances will truly exist designing to take full advantage of the affordances and possibilities of the online format.

Researchers in educational applied science, specifically in the subdiscipline of online and distance learning, take carefully defined terms over the years to distinguish between the highly variable pattern solutions that have been adult and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals. Here, nosotros desire to offer an important word around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote pedagogy.

Many agile members of the bookish community, including some of united states of america, accept been hotly debating the terminology in social media, and "emergency remote teaching" has emerged as a common alternative term used past online pedagogy researchers and professional practitioners to draw a clear contrast with what many of us know as high-quality online education. Some readers may take issue with the use of the term "pedagogy" over choices such every bit "learning" or "instruction." Rather than debating all of the details of those concepts, we selected "pedagogy" because of its simple definitions—"the act, practise, or profession of a teacher"⁵ and "the concerted sharing of knowledge and experience,"⁶—forth with the fact that the start tasks undertaken during emergency changes in delivery mode are those of a teacher/instructor/professor.

Effective Online Education

Online teaching, including online teaching and learning, has been studied for decades. Numerous inquiry studies, theories, models, standards, and evaluation criteria focus on quality online learning, online teaching, and online form design. What we know from research is that effective online learning results from careful instructional blueprint and planning, using a systematic model for design and development.^seven The design procedure and the conscientious consideration of dissimilar design decisions have an impact on the quality of the teaching. And it is this conscientious design procedure that will be absent-minded in near cases in these emergency shifts.

One of the about comprehensive summaries of enquiry on online learning comes from the volume Learning Online: What Inquiry Tells The states well-nigh Whether, When and How.⁸ The authors identify nine dimensions, each of which has numerous options, highlighting the complexity of the pattern and conclusion-making procedure. The 9 dimensions are modality, pacing, student-instructor ratio, pedagogy, instructor office online, student part online, online advice synchrony, office of online assessments, and source of feedback (run into "Online learning design options").

Online learning design options (moderating variables)

• Modality

  • Fully online

  • Blended (over 50% online)

  • Blended (25–50% online)

  • Web-enabled F2F

  Pacing

  • Self-paced (open up entry, open go out)

  • Class-paced

  • Class-paced with some cocky-paced

  Student-Instructor Ratio

  • < 35 to 1

  • 36–99 to 1

  • 100–999 to one

  • > ane,000 to 1

  Pedagogy

  • Expository

  • Practice

  • Exploratory

  • Collaborative

  Role of Online Assessments

  • Determine if student is ready for new content

  • Tell arrangement how to back up the student (adaptive instruction)

  • Provide student or teacher with information about learning country

  • Input to grade

  • Identify students at risk of failure

• Instructor Role Online

  • Active instruction online

  • Small presence online

  • None

  Student Part Online

  • Listen or read

  • Complete problems or reply questions

  • Explore simulation and resources

  • Collaborate with peers

  Online Communication Synchrony

  • Asynchronous but

  • Synchronous merely

  • Some alloy of both

  Source of Feedback

  • Automated

  • Instructor

  • Peers

Within each of these dimensions, there are options. Complicating matters, non all of the options are equally effective. For example, decisions effectually class size will greatly constrain what strategies you tin use. Do and feedback, for instance, are well established in the literature, but it'south harder to implement this as class size grows, eventually reaching a bespeak where it's just not possible for an instructor to provide quality feedback. In the example of synchrony, what you lot choose will really depend on your learners' characteristics and what all-time meets their needs (adult learners require more flexibility, and then asynchronous is usually all-time, perhaps with optional synchronous sessions, whereas younger learners benefit from the structure of required synchronous sessions).

Research on types of interaction—which includes student–content, pupil–student, and educatee–teacher—is one of the more than robust bodies of research in online learning. In short, information technology shows that the presence of each of these types of interaction, when meaningfully integrated, increases the learning outcomes.⁹ Thus, conscientious planning for online learning includes non just identifying the content to cover but too carefully tending to how you're going to support different types of interactions that are important to the learning process. This approach recognizes learning every bit both a social and a cognitive procedure, not simply a matter of data transmission.

Those who have built online programs over the years will attest that effective online learning aims to be a learning community and supports learners not just instructionally but with co-curricular engagement and other social supports. Consider how much infrastructure exists around contiguous teaching that supports pupil success: library resources, housing, career services, wellness services, and and so on. Face-to-face educational activity isn't successful because lecturing is good. Lectures are one instructional aspect of an overall ecosystem specifically designed to back up learners with formal, informal, and social resource. Ultimately, effective online education requires an investment in an ecosystem of learner supports, which take time to identify and build. Relative to other options, unproblematic online content commitment can exist quick and inexpensive, merely confusing that with robust online pedagogy is akin to confusing lectures with the totality of residential pedagogy.

Typical planning, preparation, and development time for a fully online university course is vi to ix months earlier the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses. Information technology will exist impossible for every faculty fellow member to suddenly go an practiced in online teaching and learning in this electric current situation, in which lead times range from a single day to a few weeks. While in that location are resources to which faculty can plow for assist, the scale of change currently being required on many campuses will stress the systems that provide those resource and most likely will surpass their capacities. Let's face up information technology: many of the online learning experiences that instructors volition be able to offering their students volition not be fully featured or necessarily well planned, and there'south a loftier probability for suboptimal implementation. Nosotros need to recognize that everyone will exist doing the best they can, trying to take just the essentials with them equally they make a mad nuance during the emergency. Thus, the distinction is important betwixt the normal, everyday type of effective online educational activity and that which nosotros are doing in a bustle with bare minimum resources and scant time: emergency remote teaching.

Emergency Remote Educational activity

In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional commitment to an alternate delivery mode due to crunch circumstances. Information technology involves the use of fully remote teaching solutions for pedagogy or education that would otherwise exist delivered face-to-face or equally blended or hybrid courses and that will render to that format once the crisis or emergency has abated. The primary objective in these circumstances is not to re-create a robust educational ecosystem but rather to provide temporary access to education and instructional supports in a mode that is quick to prepare and is reliably available during an emergency or crisis. When we understand ERT in this way, nosotros tin showtime to divorce it from "online learning." In that location are many examples of other countries responding to school and university closures in a time of crisis by implementing models such every bit mobile learning, radio, composite learning, or other solutions that are contextually more than feasible. For example, in a written report on instruction's part in fragility and emergency situations, the Inter-Agency Network for Teaching in Emergencies examined 4 case studies.^ten I of those cases was Afghanistan, where education was disrupted by conflict and violence and schools themselves were targets, sometimes because girls were trying to access education. In guild to have children off the streets and continue them prophylactic, radio education and DVDs were used to maintain and expand educational access and also were aimed at promoting education for girls.

What becomes apparent every bit we examine examples of educational planning in crises is that these situations require creative problem solving. We have to exist able to recall outside standard boxes to generate various possible solutions that help meet the new needs for our learners and communities. In some cases, it might fifty-fifty assist u.s. generate some new solutions to intractable problems, such equally the dangers girls faced trying to admission pedagogy in Transitional islamic state of afghanistan. Thus, it may be tempting to call up about ERT as a blank-bones approach to standard instruction. In reality, information technology is a way of thinking about delivery modes, methods, and media, specifically as they map to quickly changing needs and limitations in resources, such every bit kinesthesia support and grooming.^eleven

In the present situation, the campus support teams that are unremarkably available to help faculty members learn about and implement online learning volition not be able to offer the same level of support to all kinesthesia who demand it. Kinesthesia support teams play a critical office in the learning experiences of students by helping faculty members develop face up-to-face up or online learning experiences. Current back up models might include full-class pattern back up, professional development opportunities, content development, learning direction system training and back up, and multimedia creation in partnership with faculty experts. Faculty who seek support typically have varying levels of digital fluency and are oftentimes accepted to one-on-one support when experimenting with online tools. The shift to ERT requires that faculty take more control of the form pattern, development, and implementation process. With the expectation of rapid development of online teaching and learning events and the large number of kinesthesia in demand of support, kinesthesia development and support teams must find ways to see the institutional need to provide instructional continuity while helping faculty develop skills to work and teach in an online environment. Every bit such, institutions must rethink the way instructional support units exercise their work, at least during a crisis.

The rapid approach necessary for ERT may diminish the quality of the courses delivered. A full-course development project can take months when done properly. The demand to "just get information technology online" is in straight contradiction to the time and effort unremarkably dedicated to developing a quality form. Online courses created in this style should non exist mistaken for long-term solutions but accepted as a temporary solution to an immediate problem. Specially concerning is the degree to which the accessibility of learning materials might not be addressed during ERT. This is but one reason that universal design for learning (UDL) should be office of all discussions around education and learning. UDL principles focus on the design of learning environments that are flexible, inclusive, and pupil-centered to ensure that all students can access and learn from the course materials, activities, and assignments.¹²

Evaluating Emergency Remote Teaching

Institutions will certainly want to conduct evaluations of their ERT efforts, but what should they evaluate? Showtime, let's consider what non to evaluate. A common misconception is that comparing a face-to-face grade with an online version of the course constitutes a useful evaluation. This type of assessment, known every bit a media comparison study, provides no real value, for at least three reasons:

First, whatsoever medium is simply a way to deliver information, and one medium is not inherently better or worse than any other medium. Second, nosotros need to better sympathise different media and the way people acquire with dissimilar media to design constructive studies. And, third, there are too many confounding variables in even the best media comparison written report for the results to be valid and meaningful.^thirteen

Researchers who deport media comparison studies are looking at "the whole unique medium and [giving] little idea to each one's attributes and characteristics, to learner needs, or to psychological learning theories."¹⁴

Other approaches to evaluation can exist useful in this movement to ERT. The success of distance and online learning experiences can be measured in a variety of ways, depending on how "success" is defined from a given stakeholder'southward perspective. From the faculty bespeak of view, student learning outcomes would be of principal interest. Did learners achieve the intended knowledge, skills, and/or attitudes that were the focus of the instructional experience? Attitudinal outcomes are also possibly of interest, for students and for faculty. For students, issues such as interest, motivation, and appointment are straight connected to learner success and so would be possible evaluation foci. For faculty, attitudes toward online instruction and all that it entails can affect the perception of success.

Programmatic outcomes such as grade and program completion rates, market achieve, faculty fourth dimension investments, impacts on promotion and tenure processes—all of these are relevant problems related to the offering of altitude courses and programs. Finally, implementation resources and strategies are possible areas of evaluation inquiry, such as the reliability of selected technological commitment systems, the provision of and access to learner support systems, support for faculty professional person development for online teaching pedagogies and tools, policy and governance issues related to distance program development, and quality balls. All of these factors tin can influence the effectiveness of distance and online learning experiences and can serve to inform learning experience design and program evolution and implementation.¹⁵ These recommended areas of evaluation are for well-planned distance or online learning efforts and may non be appropriate in the case of ERT. Evaluating ERT will require broader questions, especially during initial implementations.

Side by side, allow us recommend where y'all should focus your evaluation related to ERT efforts. The language of the CIPP model volition be used for structure.¹⁶ CIPP is an acronym representing context, inputs, process, and products (see table 1).

Table 1. CIPP evaluation terms

Context Evaluations	Input Evaluations	Process Evaluations	Product Evaluations
"Assess needs, problems, assets, and opportunities, also as relevant contextual conditions and dynamics"	"Assess a program'south strategy, action programme, staffing arrangements, and budget for feasibility and potential cost-effectiveness to meet targeted needs and attain goals."	"Monitor, document, appraise, and report on the implementation of plans."	"Identify and assess costs and outcomes—intended and unintended, short term and long term."

In the case of ERT, institutions might desire to consider evaluation questions such as the following:

• Given the need to shift to remote teaching, what internal and external resources were necessary in supporting this transition? What aspects of the context (institutional, social, governmental) affected the feasibility and effectiveness of the transition? (context)
• How did the academy interactions with students, families, personnel, and local and government stakeholders impact perceived responsiveness to the shift to ERT? (context)
• Was the technology infrastructure sufficient to handle the needs of ERT? (input)
• Did the campus support staff have sufficient capacity to handle the needs of ERT? (input)
• Was our ongoing faculty professional person development sufficient to enable ERT? How can we raise opportunities for firsthand and flexible learning demands related to alternative approaches to educational activity and learning? (input)
• Where did faculty, students, support personnel, and administrators struggle the most with ERT? How can nosotros adapt our processes to respond to such operational challenges in the future? (procedure)
• What were the programmatic outcomes of the ERT initiative (i.e., course completion rates, aggregated grade analyses, etc.)? How can challenges related to these outcomes be addressed in back up of the students and kinesthesia impacted by these bug? (product)
• How can feedback from learners, faculty, and campus support teams inform ERT needs in the future? (product)

Evaluation of ERT should be more focused on the context, input, and procedure elements than production (learning). Note that we are not advocating for no evaluation of whether or not learning occurred, or to what extent it occurred, but merely stressing that the urgency of ERT and all that will take to brand it happen in a short time frame will be the virtually critical elements to evaluate during this crisis. This is being recognized by some as a few institutions are beginning to announce changing to pass/fail options rather letter grades during ERT.¹⁷

Also, given the connected prove of problems surrounding student evaluations of educational activity under typical higher education experiences, nosotros recommend that the standard, terminate-of-semester teaching evaluations definitely not be counted against faculty members engaged in ERT.¹⁸ If an institution's policy mandates that those evaluations be administered, consider amending the policy, or make sure that the results are clearly qualified with the circumstances of the term or semester.

Concluding Thoughts

Everyone involved in this sharp migration to online learning must realize that these crises and disasters also create disruptions to educatee, staff, and faculty lives, outside their association with the university. So all of this work must exist done with the understanding that the move to ERT volition likely not be the priority of all those involved. Instructors and administrators are urged to consider that students might non exist able to nourish to courses immediately. As a result, asynchronous activities might be more reasonable than synchronous ones. Flexibility with deadlines for assignments within courses, course policies, and institutional policies should be considered. For a loftier-level example, the Usa Section of Educational activity has relaxed some requirements and policies in the face of COVID-19.^nineteen

Hopefully the COVID-19 threat will soon be a retentiveness. When it is, nosotros should not simply return to our teaching and learning practices prior to the virus, forgetting nearly ERT. There likely will exist future public health and condom concerns, and in recent years, campuses take been closed due to natural disasters such as wildfires, hurricanes, and the polar vortex.²⁰ Thus, the possible need for ERT must get part of a kinesthesia member'due south skill set, besides as professional development programming for any personnel involved in the instructional mission of colleges and universities.

The threat of COVID-19 has presented some unique challenges for institutions of higher education. All parties involved—students, faculty, and staff—are being asked to exercise extraordinary things regarding course delivery and learning that have not been seen on this scale in the lifetimes of anyone currently involved. Although this situation is stressful, when it is over, institutions will emerge with an opportunity to evaluate how well they were able to implement ERT to maintain continuity of instruction. It is important to avoid the temptation to equate ERT with online learning during those evaluations. With careful planning, officials at every campus can evaluate their efforts, assuasive those involved to highlight strengths and identify weaknesses to exist better prepared for future needs to implement ERT.

Notes

1. Run into, for example: "Information for Ohio Country Academy Students, Faculty and Staff," The Ohio Land Academy, Wexner Medical Eye; "President Eisgruber Updates University on Adjacent Steps Regarding COVID-nineteen to Ensure Wellness and Well-Being of the Entire Customs," Princeton University; and Everett Customs College. ↩
2. "Coronavirus and Higher Education Resources," Bryan Alexander blog, March 17, 2020. ↩
3. Jonathan Zimmerman, "Coronavirus and the Dandy Online-Learning Experiment," Chronicle of College Instruction, March ten, 2020. ↩
4. Laura Czerniewicz, "What We Learnt from 'Going Online' during Academy Shutdowns in South Africa," PhilOnEdTech, March fifteen, 2020. ↩
5. "Teaching," Merriam-Webster. ↩
6. Daniela Peixoto Olo, Leonida Correia, and Maria da Conceição Rego, "The Main Challenges of Higher Education Institutions in the 21st Century: A Focus on Entrepreneurship," in Examining the Role of Entrepreneurial Universities in Regional Development, eds. Ana Dias Daniel, Aurora A.C. Teixeira, and Miguel Torres Preto (Hershey, PA: IGI Global, 2020): one–23. ↩
7. Robert One thousand. Branch and Tonia A. Dousay, "Survey of Instructional Design Models," Clan for Educational Communications and Technology (AECT), 2015. ↩
8. Barbara Means, Marianne Bakia, and Robert Murphy,Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014). ↩
9. Robert Grand. Bernard, Philip C. Abrami, Eugene Borokhovski, C. Anne Wade, Rana M. Tamim, Michael A. Surkes, and Edward Clement Bethel, "A Meta-Analysis of Three Types of Interaction Treatments in Distance Education," Review of Educational Enquiry  79, no. 3 (2009): 1,243–89. ↩
10. Lynn Davies and Denise Bentrovato, "Understanding Education's Part in Fragility; Synthesis of Iv Situational Analyses of Didactics and Fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Republic of liberia," International Establish for Educational Planning (2011). ↩
11. For an caption of method, media, and way in online learning, run across J. Thomas Head, Barbara B. Lockee, and Kevin Yard. Oliver, "Method, Media, and Mode: Clarifying the Discussion of Distance Education Effectiveness,"Quarterly Review of Altitude Education 3, no. three (2002): 261–68. ↩
12. See "UDL On Campus," ↩
13. Daniel Westward. Surry and David Ensminger, "What's Wrong with Media Comparison Studies?" Educational Engineering 41, no. 4 (July–August 2001). ↩
14. Barbara Lockee, Mike Moore, and John Burton, "Old Concerns with New Distance Education Research,"EDUCAUSE Quarterly 24, no. ii (2001): lx–68. ↩
15. Mike Moore, Barbara Lockee, and John Burton, "Measuring Success: Evaluation Strategies for Distance Education,"EDUCAUSE Quarterly 25, no. i (2002): 20–26. ↩
16. Daniel L. Stufflebeam and Guili Zhang,The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability (New York: Guilford Publications, 2017). ↩
17. For a discussion of institutions moving to pass/neglect in response to COVID-19, come across Allison Stanger, "Make All Courses Pass/Fail Now," Chronicle of College Education, March nineteen, 2020. ↩
18. For information nigh issues with pupil evaluation of teaching, see Shana K. Carpenter, Amber E. Witherby, and Sarah Yard. Tauber, "On Students'(Mis) judgments of Learning and Education Effectiveness,"Journal of Applied Research in Retentiveness and Cognition, February 12, 2020. ↩
19. "Guidance for Interruptions of Study Related to Coronavirus (COVID-19)," Federal Student Aid, Information for Fiscal Aid Professionals (IFAP), March 20, 2020. ↩
20. Elin Johnson, "Equally Fires Rage, More Campuses Close," InsideHigherEd, Oct 29, 2019; Jenni Fink, "Florida Universities Cancelling Classes, Closing Campus Alee of Potential Category 4 Hurricane Dorian," Newsweek, Baronial 29, 2019; and Perry Samson, "The Coronavirus and Form Broadcasts," EDUCAUSE Review, March three, 2020. ↩

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Charles B. Hodges is a Professor of Instructional Applied science at Georgia Southern Academy.

Stephanie Moore is an Assistant Professor of Instructional Design and Applied science in the Curry Schoolhouse of Educational activity at the University of Virginia.

Barbara B. Lockee is a Professor of Instructional Design and Technology, and Provost Kinesthesia Boyfriend, at Virginia Tech.

Torrey Trust is an Associate Professor of Learning Technology at the University of Massachusetts Amherst.

M. Aaron Bail is Senior Director, Professional Development Network and Faculty Digital Fluency at Virginia Tech.

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Source: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

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