#  "We Will Not Go Back to What We Had”: Faculty’s Efforts to Deliver Effective Distance Education in the LACCD 

 



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 **Date:** 12/28/2025 

 

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This qualitative brief examines how faculty in the Los Angeles Community College District (LACCD) adapted their teaching practices to deliver effective distance education during and after the COVID-19 pandemic. Drawing on focus groups with 26 faculty members across multiple disciplines and campuses, the study documents how instructors took on expanded roles to support students academically, emotionally, and materially while navigating new online, hybrid, and HyFlex course modalities. Faculty described significant investments of time and effort to redesign courses, manage technology, foster student engagement, and connect students to campus resources, often at the cost of increased workload and burnout. The brief highlights persistent challenges related to technology, student engagement, and connection in online environments, while also emphasizing faculty commitment to sustaining flexible course options that students value. It concludes with faculty-informed recommendations for strengthening distance education through targeted professional development, instructional design support, IT resources, and structures that promote collaboration and sustainability.



 

 

 See also:- [ Research and Reports ](/resource-type/research-report)
- [ School/District Leader ](/audience/schooldistrict-leader)
- [ Teacher ](/audience/teacher)
- [ COVID-19 Impact ](/focus-areas/covid-19-impact)
- [ Postsecondary Access & Success ](/focus-areas/postsecondary-access-and-success)
- [ Leveraging Technology and Engaging Students (LTES) ](/https%3A//cepr.harvard.edu/leveraging-technology-and-engaging-students-ltes)
- [ 2023 ](/year/2023)
- [ Postsecondary ](/sector/postsecondary)