Guest editorial

摘要

The ongoing COVID-19 pandemic has forced schools, universities and other education institutions to shut down for a number of months in 2020. Some of these institutions may have reopened, but many are still closed. To facilitate teaching and learning activities during this difficult period, educators from around the world and at all levels have shifted from in-class teaching and learning to emergency distance or remote teaching. Emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate mode due to crisis circumstances. The primary objective is to quickly provide temporary, reliable access to instruction and support during a crisis. The goal is not to re-create a robust educational ecosystem (Hodges et al., 2020); nonetheless, educators still aim to optimize quality of instruction, adapting to local conditions while relaxing accountability goals and often evaluation and measurements. ERT is not the same thing as distance learning; it is a situation of triage and one in which schools, teacheVs and communities are all doing their best amidst challenging emergency circumstances.