Blurb:

In chapter 14, Elena Schmitt and Anastasia Sorokina analyze the evolution of their MS TESOL program during and after the pandemic. The forced ERTL opened the opportunity to explore flipped model online courses (similar to Lavolette and Asaba in part 3 of the book) and Schmitt and Sorokina designed a flipped curriculum in synchronous teacher training coursework that had been partially implemented before the pandemic. Across the iterations students were able to reach the course and program goals. Over time, students’ attitudes toward online courses shifted to the more positive as they gained experience in the online format and could make a mindful choice of modality. While logistical reasons for opting for online courses still persisted, in the post-ERTL phase, learners also selected the online courses because of the increased focus on student-to-student interactions and community building opportunities. In the initial stages of ERTL, learners expressed concerns regarding the absence of a sense of community and challenges with interaction. However, this perception evolved as the program increasingly underscored the significance of fostering community and connections within their online courses. Being a commuter school in a state with a critical demand for ESL teachers, the pandemic presented the program with a path to further refine and enhance courses across delivery formats.