Emergencies and interruptions as critical context: Instructional design and educational technology planning for crisis and disrupted conditions
DOI:
https://doi.org/10.18357/otessaj.2025.5.2.114Keywords:
Context, Context analysis, emergencies as context, emergency remote teaching, education in emergencies, education during crisis or conflict, online learningAbstract
The COVID-19 pandemic highlighted how education can be disrupted at scale, requiring adaptability to changing circumstances. Whether disruptions are caused by natural disasters, civil unrest, or other events, educators and educational leaders globally must make decisions about instructional continuity during emergency or crisis situations (ECS). This context presents factors that might be irrelevant or are dependable assumptions in typical design and planning contexts, but not within an ECS. Responsiveness to and planning for ECSs requires specific attention to contextual knowledge and analysis in any instructional design and institutional or organizational context. However, context and contextual analysis in instructional design and technology (IDT) requires expanded treatment and scholarship. To date, operational definitions of context and contextual analysis presume stability in the learning ecosystem and do not address important elements that need to be considered in ECS circumstances. The lack of guidance regarding context analysis in ECSs is a critical gap. For example, failures to adequately and quickly analyze contextual details led to a mass rush to online delivery of ERT “emergency remote teaching” (Hodges et al., 2020) as a solution to ECSs during the COVID-19 pandemic, even when online delivery was not the optimal solution. In this paper, we explore the construct of context alongside design and planning frameworks and analysis practices in light of ECSs to elaborate on considerations such as available infrastructure, stakeholder access, and impacts on infrastructure due to the ECS. Viewing context through the lens of ECSs, in turn, provides an opportunity to re-examine the construct of context and propose an expansion of definitions and practices.
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