Abstract

During the Covid-19 pandemic, instructors had to transition traditionally taught Face-to-Face (F2F) classes to an online learning platform. The author shares the journey through a narrative description of a scholarly inquiry on how to modify the course and learning environment. An in-depth literature review led to identifying the three most important factors to consider were the student, engagement with the learning material, the instructor and each other and to reflect on the outcome, with the purpose to improve. The significance of this empirical journey can guide future situations where timely changes are imperative to ensure continuity of learning in a higher education environment.