Lessons Learned From the Pandemic: Instructor Perspectives on the Pandemic-Induced Remote Teaching Shock in China and the US

Abstract

The COVID-19 pandemic disrupted the lives of students and faculty in China and the United States, forcing an abrupt shift to online teaching and learning. While both contexts faced similar challenges, responses by instructors and institutions differed significantly. To examine these differences, we surveyed faculty at the University of Michigan (UM) and Beijing Normal University about their experiences transitioning online and the practices they plan to retain postpandemic. Data were collected across three periods: pandemic onset (March 2020), midpandemic (September 2020), and postlockdown (after January 2021). Using inductive thematic analysis, we identified eight categories of instructional changes within an interaction modality communication framework, distinguishing narrative interactions (unidirectional delivery) from conversational interactions (bidirectional engagement). Cultural differences emerged: Chinese instructors emphasized narrative interactions (62.3% of changes), while US instructors adopted a more balanced mix of narrative and conversational methods. Both groups prioritized responsiveness to student needs, addressing technology limitations, and fostering student agency. At UM, changes were largely instructor-driven, resulting in greater variability and a higher likelihood of continuing innovations beyond the emergency. We conclude by proposing strategies to strengthen resilience in digital education.