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UNESCO monitoring reports that more than 181 countries implemented nationwide closures affecting over 1.5 billion students. Many universities could not transition from less than 25% ready online curriculum to fully online learning at scale, while K-12 districts lacked e-learning infrastructure. The article emphasizes unequal technology access and proposes rapid response measures, iterative course design options, and current free OER assets.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e-learning-during-a-global-pandemic-rapid-response-and-iterative-course-design/592929/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e-learning-during-a-global-pandemic-rapid-response-and-iterative-course-design/592929.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many students were affected by COVID-19 school closures as of March 29, 2020?","Question",{"text":112,"@type":113},"Over 1.5 billion students were out of school due to school closures in response to COVID-19.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the shift to fully online learning difficult for universities and K-12 districts?",{"text":117,"@type":113},"Universities often lack readiness to expand existing online curriculum to 100% with teachers prepared, while K-12 schools typically have neither the technical backbone support nor instructor experience to deliver courses online.",{"name":119,"@type":110,"acceptedAnswer":120},"What major barrier does the article highlight for online learners and instructors?",{"text":121,"@type":113},"Unequal access to the technologies and processes needed to succeed remotely, including reliable devices and internet connectivity, creates major disparities across regions and student populations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592929,1792210683,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","E-Learning during a global pandemic  \nMaggie Lynch  \nAbstract: The onset of the COVID-19 virus has tested education, social, and economic structures asthe pandemic has spread around the world. UNESCOs monitoring indicates that over 181 countries have implemented nationwide school closures, impacting more than 1.5 billion students. Though many universities have some experience in online learning, they are not ready to move from under 25% of curriculum already developed to 100% of curriculum being available with teachers ready to go online. K-12 education is struggling with most districts having never invested in an e-learning infrastructure or established a technology backbone for e-learning delivery. The pandemic shines a light on the unequal access to the technologies necessary to be successful either as an online learner or as an instructor suddenly responsible for delivering content remotely. Suggestions for rapid response and iterative course design options, as well as current free access assets are offered in this article.  \nKeywords: global pandemic, e-learning readiness, rapid response, COVID-19, OER, open education resources, online learning, course assets, accessibility  \nIntroduction  \nAs of March 29, 2020, over 1.5 billion students were out of school due to school closures in response to COVID-19. According to UNESCO (2020), over 181 countries have implemented nationwide closures, impacting nearly 88% of the world's student population.  \nOne might think online learning and content delivery would be a quick pivot as schools send students home in an effort to flatten the curve of COVID-19 infection. In reality, the pandemic shines a light on the unequal access to the technologies and processes necessary to be successful either as an online learner or as an instructor suddenly responsible for delivering content remotely.  \nIn spite of a seemingly robust build out of e-learning curriculum at many universities, it is still the minority of course offerings. At a university near me, which is considered to have one of the largest online course catalogs in Oregon with 70 fully online degrees and over 1,300 classes, it represents only 23% of the total curriculum. They are now faced with putting all courses online for the quarter beginning March 30th and likely extending through all subsequent terms until spring 2021.  \nMore difficult is the governor’s pronouncement that all K-12 education will now be delivered online beginning March 31, 2020. There is not a single K-12 government school that has all online courses. Not one. There are contracted schools for those who cannot attend schools due to illness or disability. They are designed primarily for high school students, though a few cater to grammar and middle school students. Though the majority of schools may teach some technology courses, they are limited to personal computers in a classroom with a very small in-room network for that specific course (e.g. , keyboarding) . K-12 schools, in general, have neither the technical backbone support nor the instructor experience to deliver courses online.  \nUNESCO’s response to school closures worldwide encourages us not only to respond to the current COVID-19 needs, but to use this opportunity to set up the infrastructure for the future. How does a state, province, or country get distance learning up and running quickly for all those students who may never have experienced it? How does a country massively train or prepare teachers within weeks—or even  \nmonths—who never thought they’d teach a course at a distance? How does a country make sure that all students can participate, not only the rich?  \n“I know we keep hearing schools closed for two weeks, and then a month, and then to the end of the school year. Yes, we need to act immediately, but we also need to be involved in setting up the infrastructure, the training, and the response for at least another school year to come until we either have herd immunity or a vaccine that wor","cbCairNT9Z9xl9Uf","https://ap.wps.com/l/cbCairNT9Z9xl9Uf","pdf",240922,"English","# Introduction\n## The pandemic’s impact on schooling\n# The Digital Divide and Worldwide Access\n## Unequal access to devices and internet\n## Student disparities in high school and rural areas","[{\"question\":\"How many students were affected by COVID-19 school closures as of March 29, 2020?\",\"answer\":\"Over 1.5 billion students were out of school due to school closures in response to COVID-19.\"},{\"question\":\"Why is the shift to fully online learning difficult for universities and K-12 districts?\",\"answer\":\"Universities often lack readiness to expand existing online curriculum to 100% with teachers prepared, while K-12 schools typically have neither the technical backbone support nor instructor experience to deliver courses online.\"},{\"question\":\"What major barrier does the article highlight for online learners and instructors?\",\"answer\":\"Unequal access to the technologies and processes needed to succeed remotely, including reliable devices and internet connectivity, creates major disparities across regions and student populations.\"}]","E-Learning during a global pandemic - rapid response and iterative course design | PDF",1792076202,18]