Deadline: December 23, 2020
Editors: Liudmila Klimanova (University of Arizona), Jason Merrill (Michigan State University/Middlebury College Kathryn Wasserman Davis School of Russian), Shannon Donnally Spasova (Michigan State University).
The sudden global outbreak of COVID-19 in late 2019 has led to an abrupt transition of Russian and Slavic programs to emergency remote, hyflex, and synchronous online modalities as a then-thought-to-be temporary alternative to face-to-face and hybrid instruction delivery modes. The transition disrupted established educational practices and put unprecedented pressures on administrators, program directors, instructors, graduate teaching assistants, and students. While online instruction traditionally offers a great deal of flexibility in teaching and learning, the speed with which this move to remote teaching took place was staggering, and the need to continue with remote teaching beyond one interrupted term was unexpected. In addition to administrative and emotional challenges, and a severe lack of technical and methodological support associated with this transition, faculty and instructors in university programs found themselves unprepared to lead interactive classes in a video conferencing environment, to design suitable digital materials and evaluation instruments for remote teaching modalities, or to develop new pedagogies of remote language teaching for regular and immersive programs, often having to improvise quick solutions in less-than-ideal circumstances.
Continue reading “Submissions Wanted: RLJ Special Issue: COVID-19 & Online Teaching Pedagogy in the Times of a Global Crisis: Research, Practices, & Solutions”