ABSTRACT
As the COVID-19 pandemic forced universities across the United States to abruptly transition into remote teaching, instructors and students alike struggled with the sudden arrangement of online education. With little time to plan for an emergency online transition, instructors sought out pedagogical tips through social media platforms such as Facebook’s private “Pandemic Pedagogy” group (with 32,432 members). The once public Facebook group revealed surprising disparities across teaching pedagogies during a global pandemic. Colorful debates emerged between providing asynchronous versus synchronous lectures. Should final exams utilize online proctoring services? Are instructors expected to adapt academic expectations and/or provide emotional support to students? The aim of this chapter is to provide a qualitative thematic analysis of key debates, highlighting the disparity in university remote teaching effectiveness during a pandemic.
