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\nInstructional strategies used by K-12 teachers during the COVID-19 pandemic  \nParama Chaudhuri 1*  \n 0000-0002-4980-8639  \n1 James Madison University, Happrisonburg, VA, UNITED STATES  \n* Corresponding author: [chaudhpx@jmu.edu](chaudhpx@jmu.edu)  \nCitation: Chaudhuri, P. (2024). Instructional strategies used by K-12 teachers during the COVID-19 pandemic. Contemporary  \nEducational Technology, 16(4), ep539. [https://doi.org/10.30935/cedtech/15593](https://doi.org/10.30935/cedtech/15593)  \nARTICLE INFO ABSTRACT  \n\n| Received: 21 Mar 2024\u003Cbr>Accepted: 21 Jul 2024\u003Cbr>INTRODUCTION | The COVID-19 pandemic began in the late months of 2019 and by Spring of 2020, in an effort to limit transmission of the virus, schools across the globe had closed and transitioned to emergency online teaching which may have disrupted their current learning procedures. In the United States, over 13,000 school districts completely closed down during this time. Schools began to offer multiple types and modes of instruction in order to continue providing instruction for their students. One of these was emergency remote teaching. During the emergency remote teaching environments (ERTE), teachers worked within the ERTE framework to design their online instructional strategies. The purpose of the study is to report instructional strategies teachers used to provide education to their students during the extremely constrained set of circumstances presented by the COVID-19 pandemic, and to examine their contextualized stories regarding why they used these strategies as well as their perspectives on the comparative success of those strategies.\u003Cbr>Keywords: adaptive experience, instructional strategies used during the COVID-19 pandemic, teacher voices |\n| --- | --- |\n\nThe COVID-19 pandemic created one of the largest disruptions in the history of education systems, affecting nearly 1.6 billion learners in more than 200 countries (International Labor Organization, 2020; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020) when school closures occurred very quickly (Jelińska & Paradowski, 2021) and classes moved online (Berger et al., 2022) . Many decisions about teaching were taken without consulting teachers (Jain et al., 2020), and yet teachers were the first respondersin those online classrooms (Amri et al., 2021) where they faced multiple challenges and limited support (Dube, 2020) . To understand what strategies teachers used when confronted with this situation, interviews were used to elicit from participating teachers their detailed discussions of teaching during the COVID-19 pandemic. The strategies they chose to focus on were identified, along with what they reported about their reasons for using these strategies and their perceptions of how well they did or did not work.  \nConceptual Framework of the Study  \nThe primary construct used in this study is the instructional strategy, with specific focus on strategies implemented online. Owing to the context of the study, which is choosing and using instructional strategies during a global pandemic, the emergency remote teaching environments (ERTE) framework was used to situate and discuss the instructional strategies participants reported using (Whittle et al., 2020) .  \nInstructional strategies and online instructional strategies  \nThe construct instructional strategy is mentioned as a key element of instructional design models at least as early as 1966 in Andrews and Goodson’s (1979) comparison of systematic instructional design. and pedagogical discussions of instructional design of the time (Rothwell & Kazanas, 2011) .  \nOnline instructional strategies are methods and approaches for guiding course content, learning activities and learner engagement through an online platform, which do exist for non-crisis times (Bonk & Dennen, 2003) .  \nIt is against this backdrop o","cbCaidClt4WY42gR","https://ap.wps.com/l/cbCaidClt4WY42gR","pdf",472959,27,"English","# Introduction\n## Conceptual Framework of the Study\n## Instructional strategies and online instructional strategies\n## Emergency remote teaching (ERT)\n## The emergency remote teaching environments (ERTE) framework","[{\"question\":\"What is the study’s purpose regarding K-12 teachers’ instructional strategies?\",\"answer\":\"The study reports instructional strategies teachers used during the highly constrained circumstances of the COVID-19 pandemic and examines why they used them, along with teachers’ perceptions of how well the strategies worked.\"},{\"question\":\"How does the study define and frame online instruction during the pandemic?\",\"answer\":\"It focuses on instructional strategies implemented online and situates discussion within the emergency remote teaching environments (ERTE) framework to connect teaching actions with shifting crisis conditions.\"},{\"question\":\"What distinguishes emergency remote teaching (ERT) from well-planned online learning?\",\"answer\":\"ERT is described as a temporary shift in instructional delivery due to crisis circumstances, and the text emphasizes that well-planned online experiences differ meaningfully from crisis-driven online courses in effectiveness and quality.\"}]","Instructional strategies used by K-12 teachers during the COVID-19 pandemic | PDF",1792090597,68]