Perspectives, training, and preparedness of frequently and infrequently addressed crisis events in online learning environments

Abstract

Online learning environments in K-12 and the university setting continue to grow. These environments are not immune to crisis events. The current research explored a comparison of two large online school systems’ educators’ perceptions of and preparedness for a variety of crisis events. Across time and schools, the recognition of all crisis events increased. This may be in part due to the increase in training to recognize and intervene with online crisis events. However, less than half of the samples feel prepared or somewhat prepared to address the crisis event. Recommendations were made for educators, administrators, universities, and university trainers.