This article describes the transition of a Learning Community for adjunct faculty from an in-person professional development program to a virtual experience necessitated by the COVID-19 pandemic. Preliminary findings show support for our goals of enhancing teaching effectiveness while building community among an interdisciplinary cohort of adjunct…

During the COVID-19 pandemic, which began to affect Canadian universities and colleges in March 2020, educators were asked to make a sudden transition, or swerve, to teaching remotely. Subsequently, these same teachers made the shift to teaching remotely longer term, through the fall and winter of 2020-21; the pandemic continued to affect higher…

This article describes a study designed to investigate the utility, motivations, and outcomes of participating in faculty writing groups before and during a university shutdown and forced quarantining due to the COVID-19 global pandemic. The study aimed to determine whether faculty writing group participation contributed to improved productivity…

The pandemic vastly disrupted education dissemination worldwide and catalyzed a shift toward online teaching. Hence, this paper aims to describe how professional learning communities (PLCs) in Kuwait's public schools foster successful changes in online teaching during the COVID-19 pandemic, in tandem with the leaders' involvement in PLCs and the…

The COVID-19 pandemic imposed a quick change to online teaching and learning, emphasising the importance of the community of inquiry (CoI) framework in reimagining the quality of higher education in an online setting. In the study reported on here I focused on how lecturers adopted the CoI to enhance the quality of online learning and teaching of…

This study used qualitative methodology based on focus group interviews to explore school librarians' involvement during the move to online teaching and learning contexts. Findings indicate these educators felt underutilized because of stakeholder misperceptions of their roles. However, most school librarians in the study reported creating…

This study aimed to capture collective faculty experiences of adapting to teaching entirely or partially online during the three years of the COVID-19 pandemic. The literature suggests that emergency remote teaching (ERT) was only a temporary stopgap for higher education institutions and faculty to move instruction online early in the pandemic…

The emergency school closures caused by the COVID-19 pandemic impacted students and teachers across the globe. This study explored how the Global Educator Collaborative Facebook group, with over 125,000 members, supported teachers as they adapted to distance learning instruction amid emergency school closures. Through the Facebook group, teachers…

Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online…

This study investigated how student effort and the course design influenced an online internship in China. A cohort of 95 postgraduate students became distance learners in a credit-bearing internship course due to COVID-19. The course leader applied the action learning framework to prompt student online collaboration and group inquiry. The…

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the…

Virtual exchanges (VEs) are course-based experiences designed to promote global learning, often by integrating cross-cultural interactions and collaborations with people from other areas of the world into coursework in a virtual format. Due to the widespread disruption of the COVID-19 pandemic, VEs have seen an increase in popularity. However,…

The emergence of COVID-19 in 2020 forced the whole world to a standstill for a while, causing open and distance e-learning institutions like Unisa to adjust all teaching and learning activities and shift to online teaching entirely. This study explores the online learning challenges students in an open and distance e-learning environment in South…

During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students' interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the…

Background or Context: During the first months of the COVID pandemic, teachers were forced to move to online instruction without the appropriate resources. They resorted to social media to gather expertise and ideas. This study is grounded in an analysis of the questions posed by K-12 teachers on popular Facebook groups. Purpose, Objective,…