Profiles of Instructor Responses to Emergency Distance Learning

To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at large university in southwest. We asked them how frequently they used and confident were their ability implement each nine promising practices, both for course time when previously taught same face-to-face (F2F). Using latent class analysis, examined behavioral frequencies confidence clustered form meaningful groups instructors, these differed across F2F contexts, what predicted membership groupings. Results suggest that context, fell into one three profiles terms often practices: Highly Supportive, Instructor Centered, More Detached. When moving from tended shift “down” profile—for example, among Supportive 34% shifted Centered profile 30% Detached Profile. Instructors who reported lower self-efficacy practices also more likely end up profile. These results can assist universities understanding instructors' needs EDL, resources, professional development, institutional may best support instructor student experiences.