Emotion as a Condition and Target of Learning Design During Emergency Remote Teaching

ABSTRACT

In this study we seek to understand the recursive relationships between feeling, sense-making, and rapid online course design at the onset of COVID-19. To elucidate how emotion was implicated in learning design decisions, we offer a qualitative analysis of nine instructor interviews from diverse academic disciplines. Originally developed for an open online course, these interviews exemplify how instructors at a large midwestern university moved their residential courses online at the onset of the pandemic. © ISLS.