Blended learning

Thematic analysis

Teaching method

Mathematics education

Statistics

Computer science

Qualitative research

Asynchronous learning

Coronavirus disease 2019 (COVID-19)

Computer network

Educational technology

Psychology

Mathematics

Asynchronous communication

Cooperative learning

Infectious disease (medical specialty)

Sociology

Medicine

Synchronous learning

Medical education

Pandemic

Flexibility (engineering)

Social distance

Distance education

Disease

Online learning

Pathology

Social science

Multimedia

British Journal of Educational Technology

The world-wide pivot to remote learning due to the exogenous shocks of COVID-19 across educational institutions has presented unique challenges and opportunities. This study documents the lived experiences of instructors and students and recommends emerging pathways for teaching and learning strategies post-pandemic. Seventy-one instructors and 122 students completed online surveys containing closed and open-ended questions. Quantitative and qualitative analyses were conducted, including frequencies, chi-square tests, Welch Two-Samples t-tests, and thematic analyses. The results demonstrated that with effective online tools, remote learning could replicate key components of content delivery, activities, assessments, and virtual proctored exams. However, instructors and students did not want in-person learning to disappear and recommended flexibility by combining learning opportunities in in-person, online, and asynchronous course deliveries according to personal preferences. The paper concludes with future directions and how the findings influenced our planning for Fall 2021 delivery. The video abstract for this article is available at https://www.youtube.com/watch?v=F48KBg_d8AE.

An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID‐19 pandemic