![]() ![]() With the exception of undergraduate colleges that emphasize teaching, faculty in graduate schools are often rewarded more for research skills than teaching acumen. Together, these strategies will help programs and schools keep pace with peer institutions with well-developed online programs. ![]() We propose three ways that schools and programs can respond: (1) training faculty on pedagogy and the technology that enables online learning (2) improving student readiness and preparation for online education and (3) reimagining educational offerings that respond to skills in demand. The pandemic-induced shift online presents substantial problems and pressure for academic services and support units. Without training in online education or resources to develop different types of courses, many faculty simply tried to replicate online the methods of teaching they had been doing in-person. ![]() The shift to remote learning also exposed that many students lacked resources and capacity to continue their education online, including unreliable internet access and computer hardware and inadequate space and time conducive for study. Schools and programs restricted by hiring freezes and reduced budgets made it difficult for instructors to plan, build and manage courses, and to get extra help to use new technologies. Several challenges made the transition difficult: limited resources due to pandemic-related costs and revenue losses equipment and workspace constraints for students and misunderstandings about the pedagogical differences between instructional modes. Among 120 CEPH-accredited schools of public health, 57 schools have fully online programs and 48 have hybrid online and on-campus models ( 3).ĭuring the COVID-19 pandemic, universities and colleges across the United States were forced to shift rapidly from in-person education to “emergency remote learning” with little time to redesign courses and programs appropriately ( 4). By fall of 2018, one third of almost 19.7 million students enrolled in degree-granting post-secondary institutions had enrolled in online courses with nearly 40% of graduate students taking online courses ( 1, 2). In the United States, enrollment in online education has increased over the last decade. ![]()
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