Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers


Ober, T. M., Carter, M. F., Coggins, M. R., Filonczuk, A., Kim, C., Hong, M. R., & Cheng, Y. (2022). Adaptation to remote teaching during spring 2020 amidst COVID-19: Perspectives of advanced placement statistics teachers. Computers in the Schools, 39(4), 342-372. 10.1080/07380569.2022.2090764


During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.


  • Audrey Filonczuk
  • Casey Kim
  • Matthew F. Carter
  • Maxwell R. Hong
  • Meghan R. Coggins
  • Teresa M. Ober
  • Ying Cheng

Reference Type



  • COVID19
  • Emergency remote teaching