The lack of connectedness experienced by college students during the COVID-19 pandemic was problematic. An innovative approach undertaken in a (virtual) graduate classroom at Clemson University was the concept of team teaching. Team teaching allows a group of instructors to work together to enhance student learning. Upon course completion,…

State mandates imposed by governors during COVID-19 affected extracurricular activities for children and youth. To continue providing 4-H programming during quarantine, Clemson Extension 4-H Youth Development Agents created the SC 4-H@Home program. Daily activities were developed that could be completed at-home using common household items and…

Situations arise that cause schools to suddenly close. Before the Coronavirus pandemic forced school closures, teachers were not trained for online instruction. The problem is 92% of educators in K-12 schools were not trained in digital instruction before the forced shutdowns. More research is needed to determine if participation in technology…

The COVID-19 pandemic forced educators to move course delivery to online learning with little or no advanced training. One of the immediate concerns of the online course delivery was readiness in using the synchronous learning tools available to school districts. Additionally, moving all students to online learning environments presented a…

In the spring of 2020, the coronavirus disease (COVID-19) reached pandemic status in the United States, leading to extended educational disruption and posing significant obstacles for teachers who were unprepared to teach in a virtual environment. Educators adjusted curricular materials, delivery, and assessment methods to accommodate and engage…

As schools closed due to the COVID-19 pandemic in March 2020, teachers were forced to provide virtual instruction as students remained home in an effort to limit the spread of the virus. As veteran teachers navigated through the abrupt changes, new teachers also worked to continue their growth and development while learning how to best serve…

Early online course materials were text-based and relied heavily on discussion forums as the de facto tool for interactions. Faculty members today, however, have many other choices for course design and course materials. There is not consensus for online course design guidelines or principles, though. Choices in course design by faculty members…

Since states closed school buildings to protect students from COVID-19, schools have had to adapt quickly to keep students learning. Nearly all states put out guidance or resources to help districts and schools institute continuous learning and surmount the challenges faced by students in homes with limited or no internet access and those with…

The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to adapt our teaching styles and modalities to keep all…

The Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by the president just over six months ago, represents a rare opportunity for governors to leverage federal education funds largely unencumbered by prescriptive federal rules. The bill appropriated $16.2 billion for K-12 education, and Congress astutely set aside $3…

COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers' experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to…