ABSTRACT
When COVID-19 hit the US Midwest in March 2020, the impact across academic institutions was immediate and overwhelming. With very little time or training, educators were required to “pivot” from traditional face-to-face learning environments to emergency remote teaching. Informed by a survey and focus group interview, this autoethnographic essay provides a snapshot of how the COVID-19 induced shift impacted students’ educational experiences at a small private residential liberal arts college in the US Midwest, and foregrounds how critical media education pedagogies can inform our teaching and learning in a post-pandemic world.
