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Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Summary
This article distinguishes between well-designed online learning and emergency remote teaching (ERT) implemented during crises. The authors argue that ERT is a temporary shift in instructional delivery necessitated by external circumstances, while true online learning requires intentional design, iterative planning, robust support structures, and consideration of learner experience. The piece emphasizes quality frameworks and the importance of meaningful instructor presence.
Evaluation
Highly influential during and after the COVID-19 pandemic, this article articulates a crucial distinction that many institutions overlooked. Its strength lies in its conceptual clarity and practical implications for educators developing long-term online learning strategies. Because it is not an empirical study, some readers may desire more data; however, its purpose is definitional and strategic rather than experimental.
Reflection
This article strongly aligns with my teaching goals and doctoral work. My journey at DeVry involves refining fully online courses that move far beyond emergency remote teaching into deeply engaging, intentionally designed learning environments. This distinction is core to my DET aspirations: to develop expertise in high-quality online pedagogy and contribute to improved course design across institutions. The article reinforces my commitment to designing purposeful learning experiences supported by Engageli, structured Canvas modules, and AI-enabled student support.
Tony Kaczoroski 
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