Planning for Continuity in a Remote‑Ready Future

The COVID-19 pandemic forced educators and administrators across the globe into an uncomfortable but necessary pivot: immediate digital transformation. Virtually overnight, classrooms were replaced by screens, lesson plans moved online, and teachers became tech support. While the crisis eventually faded, it revealed something long overdue, we must build resilient, scalable systems for continuity of instruction, not just for emergencies, but for the evolving reality of digital learning.

As we look beyond the pandemic, the question isn't if remote learning will be needed again, but how prepared we’ll be when it is. Chapters 10–12 of Teaching and Learning at a Distance by Simonson and Zvacek (2024) emphasize the importance of infrastructure, planning, and instructional leadership in building durable online learning systems. This paired with insights from national education organizations and the Crisis Schooling Rubric, three critical priorities stand out: digital equity, teacher training and support, and instructional design for engagement.

1. Digital Equity Is Non-Negotiable

One of the most glaring disparities during the pandemic was access, or the lack of it. Reviewing the Crisis Schooling Rubric, it shows that many schools initially lacked the tools to support students equitably. The highest level of performance included not just device access, but consistent internet, tech support, and integration of learning platforms like ClassLink to streamline logins and access.

The SETDA eLearning Coalition emphasizes that digital equity must go beyond distribution. In their guide, they urge districts to “design for digital inclusion, not just digital access,” advocating for device durability, multiple learning formats, and offline access strategies.

Simonson and Zvacek (2024) reinforce this in Chapter 11 explaining that infrastructure is the foundation of distance education. Without reliable access to content and platforms, proper learning cannot occur. Thus, planning for continuity must include investments in long-term technology access, community partnerships, and alternative formats for those without reliable internet. 

2. Teacher Readiness Determines Continuity

The Professional Capacity & Development tab of the Crisis Rubric makes it clear that effective continuity planning must include comprehensive, ongoing training for educators. Teachers don’t just need tech tutorials—they need support in rethinking pedagogy for digital spaces. The CoSN Education Continuity Report explains that teachers need more than platforms; they need practice using those platforms to teach with clarity and engagement.

Educators must be trained to:

• Scaffold learning for digital environments.

• Foster student interaction remotely.

• Deliver timely, actionable feedback online.

In my own district, we found that tech-savvy teachers weren't always the most effective online instructors, those who embraced collaboration and feedback loops with students thrived. As the ClassLink Guidebook notes, ongoing professional learning must be “embedded into school culture, not simply added in response to crisis.”

3. Instructional Design Must Center on Engagement

The third standout issue from the rubric is in the Curriculum & Instruction tab. Many schools initially provided content but not connection. Students were given packets or static online lessons with little engagement or interaction.

As we prepare for future remote or hybrid models, we must go beyond simply uploading lessons. We must design experiences that are intentional, motivating, and rooted in best practices.

A powerful framework for doing this is the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) and Gagné’s Nine Events of Instruction, both of which offer structured approaches to building engaging online learning environments. Rather than treating these models as theoretical, they should be applied practically to ensure lessons include attention-grabbing introductions, clear objectives, guided practice, assessment, and feedback.

According to Branch (2009) in Instructional Design: The ADDIE Approach, “the ADDIE model supports iterative, flexible design that enables instruction to be learner-centered and performance-focused, even across digital platforms” (p. 2). Similarly, Gagné’s model ensures cognitive engagement at every phase of learning—from gaining attention to promoting retention and transfer.

(For more on Gagne's model, see the video below)

By applying these models, educators can develop lessons that do more than deliver information, they build understanding, promote interaction, and foster motivation, even when delivered remotely. SETDA’s eLearning Coalition also echoes this, advocating for project-based learning, multimedia integration, and meaningful digital assessment as core design strategies.

Conclusion: Continuity as Culture, Not Crisis

Conclusion: Continuity Is a Mindset, Not a Moment

The pandemic may have brought urgency, but it also brought clarity in that continuity planning is not about a moment of crisis, it’s about creating systems that can flex and function in any context. Whether due to a snowstorm, a hurricane, or a global event, students deserve learning experiences that are uninterrupted, high-quality, and engaging.

The rubrics, resources, and research available now provide us with a blueprint. The question is whether we’ll build on it—intentionally, equitably, and with foresight.

Resources:

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6 

ClassLink. (2021). Learning Continuity Guidebook. https://www.classlink.com/solutions/remote-learning

Consortium for School Networking (CoSN). (2021). Digital Equity Report. https://www.cosn.org/

Educational Continuity Planning Rubric. (2020). Retrieved from https://docs.google.com/spreadsheets/d/1lXAwsLWBfNslkhIGxHqgojVjmV5n8KIrR7SCmZnNqsA

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

SETDA. (2022). eLearning Coalition. https://www.setda.org/main-coalitions/elearning/

Motivation: The Driving Force Behind Distance Learning Success

  When students begin an online course, they usually bring more than just technology and textbooks, they bring motivation, or sometimes, the lack of it. While motivation is a factor in all learning environments, its role in distance education is critical. Without physical classrooms, peer visibility, or daily face-to-face accountability, personal motivation often becomes the primary driver of persistence and success.

In distance learning, students face many unique challenges like the following: flexible schedules that demand self-discipline, digital isolation that may hinder engagement, and reduced access to informal learning support. Chapter 6 of Teaching and Learning at a Distance (Simonson & Zvacek, 2024) points out motivation in online learning is closely tied to how instruction is designed, how instructors interact with learners, and how learners perceive their ability to succeed. Understanding the types and triggers of motivation can help educators intentionally design more effective and student-focused online experiences.

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Intrinsic vs. Extrinsic Motivation in Distance Learners

    According to Ryan and Deci (2000) motivation can be divided into intrinsic (internal, personal satisfaction) and extrinsic (external rewards like grades or promotions). Both play roles in distance education, but research suggests that intrinsic motivation tends to lead to deeper engagement and long-term academic success.

For example, a learner enrolled in an online master's program out of passion for the subject is more likely to persist when challenges arise than one who is simply trying to meet a workplace requirement. However, effective online design can help nurture both forms of motivation by setting clear goals, offering meaningful feedback, and creating opportunities for student choice.

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Motivational Design

Instructors can’t assume students will arrive highly motivated. Instead, motivation must be intentionally supported through instructional design. Simonson and Zvacek (2024) highlight Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as a research-based framework for motivating distance learners (p. 228):

This model emphasizes that motivation isn’t just about personality or mindset, it’s about how we design the course experience.

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Motivational Pitfalls

Motivation can dwindle quickly if students face poor course design, delayed feedback, technical problems, or a lack of instructor presence. Research by Martin and Bolliger (2016) found that student-to-instructor interaction was perceived as the most critical type of engagement for maintaining motivation in online learning. When students feel “seen” by their instructors, they are more likely to stay motivated, even when the work is hard.

This aligns with Simonson and Zvacek’s (2024) emphasis on instructor responsibilities: prompt feedback, meaningful interactions, and visible presence are not optional, they are essential to sustaining motivation in a distance learning environment (p. 171).

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Moving Forward: Practical Ways to Support Motivation

To foster motivation in distance education, instructors and designers can:

• Embed frequent low-stakes assessments for early wins.

• Use video to personalize instruction and boost social presence.

• Design for autonomy by offering learners choices in assignments.

• Provide meaningful, timely feedback that encourages progress.

• Scaffold self-regulation with planning tools and reflection activities.

As Simonson and Zvacek (2024) remind us, motivation is a dynamic and malleable factor, and online instructors have more influence over it than they may realize.

Check out this video from Khan Academy for more tips on motivating students in an online setting:

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Conclusion

Motivation is not just about making students “try harder”, it’s about creating conditions where learners feel capable, connected, and purposeful. By applying research-based strategies and understanding what truly motivates learners, we can design online experiences that don’t just inform but inspire.

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References

Martin, F., & Bolliger, D. U. (2016). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 20(3), 1–25. https://doi.org/10.24059/olj.v20i3.605

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

Lessons from Distance Learning: Growing Through the Screen

 Distance learning has become inevitable in modern-day education and instruction. This has dramatically transformed the way we engage and interact with students. My most significant experiences with distance learning came during the time I spent online for my graduate studies and as an educator during the pandemic. During this time, I encountered both highly effective courses and some courses that revealed substantial areas for growth. By reflecting on these experiences and grounding them in the foundational principles of distance education, we can uncover valuable insights about what makes virtual learning truly effective.

A Positive Distance Learning Experience: Structure Meets Engagement

One of my most positive experiences with distance education was a graduate-level instructional design course. The instructor exhibited a clearly defined structure, modules with consistent formats, and a mix of asynchronous and synchronous activities. Each module included a short video lecture, a reading assignment, and an engaging discussion forum, followed by a live session to review and reflect on our learning. 

This course exemplified what Simonson and Zvacek (2024) describe as “equivalency theory,” which emphasizes designing distance education experiences that are equivalent—not identical—to face-to-face learning (Simonson & Zvacek, 2024, p. 26). This instructor didn’t just try to replicate the classroom; he transformed the experience to fit the educational environment, offering flexibility while maintaining expected academic rigor. 

The course also fostered a strong sense of social presence—defined as the ability of participants to project themselves socially and emotionally in a community of inquiry (Garrison, Anderson, & Archer, 2000). Weekly reflections, instructor feedback, and small group Zoom breakout discussions made me feel seen and supported, which research identifies as a critical factor in online student satisfaction and persistence.

A Distance Learning Experience with Growth Potential

In contrast, another course I took during the same period, struggled to engage students meaningfully. The content was delivered through long, text-heavy reading assignments paired with activities that provided minimal guidance. No interaction with the instructor or peers was required beyond submitting assignments. The course was technically “available” online but lacked the pedagogical design elements essential to learning.

This experience highlighted a common misconception in distance education: that uploading content is enough. As Simonson and Zvacek (2024) reveal in Chapter 2, distance education is more than delivering content—it is systematic planning, development, and delivery of instruction (p. 33). This course lacked the instructional design backbone and interactivity necessary to support learner success. 

According to Grey and DiLoreto (2016) "Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways" (p. 1).

Solutions for Improvement

To improve the less effective experience, several instructional strategies could be implemented:

1. Course Design Based on ADDIE: Applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) could help redesign the course to ensure alignment between learning objectives, materials, and assessments.

   
   
   

2. Instructor Presence: The inclusion of short video messages, announcements, and timely feedback would increase instructor presence and connection. 

3. Interactive Components: Even in asynchronous courses, the use of tools like discussion boards, peer reviews, and multimedia assignments can foster cognitive engagement and collaboration.

4. Clear Navigation and Expectations: The course could benefit from clearer instructions and modular organization. 

Conclusion

Both distance learning experiences I encountered emphasized the importance of intentional design, interaction, and presence in online instruction. By surrounding course design with established theories and research-based practices, educators can elevate virtual classrooms into meaningful learning spaces. As distance education continues to change and evolve, its success will depend on how well we understand and apply its foundations.

For ideas on how to make your online learning environment successful, check out this video on 10 Tips for Distance Learning

https://youtu.be/VXuiNE-VBbQ?si=bUqnTCHu6gxoNy7G

Resources

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105.

Martin, F., & Bolliger, D. U. (2016). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 20(3), 1–25. https://doi.org/10.24059/olj.v20i3.605

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.