Particularly at the many institutions that had not previously offered online courses, instructors lacked the preparation time, resources or instructional design expertise required to develop and build an online curriculum—not to mention the infrastructure required to support their efforts at scale. For faculty members who had not received professional development in online teaching, it felt just as stressful as if they had been suddenly forced to teach in a foreign language. The need to manage a single digitized space for teaching and learning often evolved into a shell game as they tried to bet on which moving part would contribute to an optimal learning experience, with limited support.
https://www.edsurge.com/news/2021-07-12-online-learning-is-not-the-enemy
