From impossibility to necessity:reflections on moving to emergency remote university teaching during COVID-19

Abstract This chapter is an autoethnographic retrospective reflection on three university-level Information Systems courses transitioning from face-to-face teaching to online teaching during the COVID-19 pandemic lockdown. This retrospective reflection contributes to the research and teaching of courses that require: 1) increasing student engagement through new methods such as gamification of learning tasks, 2) face-to-face tutoring and su-pervision sessions, and 3) laboratory work done by groups of students, with hands-on work with a master-apprentice ap-proach, and with external customers. Furthermore, the chapter compares the experiences of adapting these courses to the emer-gency remote-teaching mode with the ongoing course digitali-zation and online teaching work done over the past two decades. Finally, it touches upon issues of empowerment and equality in emergency remote teaching and discusses implications for re-search and practice