Remote instruction and distance education: A response to COVID-19

James Lindner; Christopher Clemons; Andrew Thoron; Nicholas Lindner

doi:10.37433/aad.v1i2.39

Authors

James Lindner Auburn University, Alabama, USA https://orcid.org/0000-0002-1448-3846
Christopher Clemons Auburn University, Alabama, USA https://orcid.org/0000-0001-9879-0888
Andrew Thoron Abraham Baldwin Agricultural College, Georgia, USA https://orcid.org/0000-0002-9905-3692
Nicholas Lindner Texas A&M University, USA https://orcid.org/0000-0002-7140-6820

DOI:

https://doi.org/10.37433/aad.v1i2.39

Keywords:

teaching remotely, strategic analysis, delivery methods, delivery strategies, distance education

Abstract

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

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