| | November 202019CIOReviewCXO INSIGHTSHOW CHALLENGING IS REMOTE INSTRUCTION DURING A PANDEMIC?In response to the ongoing COVID-19 pandemic, colleges and universities around the world shifted rapidly from the more traditional delivery of face-to-face courses to remote, mostly digital delivery. My research team in Georgia Tech's Center for 21st Century Universities (C21U) quickly realized the critical nature of collecting data about the impact of this unprecedented instructional pivot. With this in mind, we conducted an online survey (n=266) as well as a case study (n=7)between mid-April and May 2020 in the hopes of gaining insight into how the recent emergency move to remote teaching affected faculty perceptions and instructional practices. Through this mixed-method study, the C21U team has been able to contribute to the development and implementation of new tools that effectively support remote teaching and learning practices for the Georgia Tech community. Our study captured a snapshot of how faculty adapted their instruction during the sudden transition from face-to-face to remote teaching. According to the survey results, approximately half of the total respondents (47%) reported that they used a combination of asynchronous and synchronous methods to deliver their instruction. Our combined findings from the survey and case study suggested that the transition process in general seemed to require a considerable amount of adjustments and efforts under time constraints. Interestingly, we found that our faculty's attitudes towards remote teaching appeared to differ to some extent by their course subject as well as prior experience in using technology. For instance, some faculty members perceived that their course topics and some of their initial face-to-By Jeonghyun (Jonna) Lee, Ph.D. Assistant Director of Research in Education Innovation, Center for 21st Century Universities (C21U) , Georgia Institute of TechnologyJeonghyun (Jonna) Lee
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