During the Covid-19 emergency, with the sudden closure of Higher EducationInstitutions, many academic institutions turned to remote teaching in order to supportstudents to meet their programme learning outcomes. Academic staff at the Instituteof Technology, Carlow were surveyed to ascertain their experiences of this ‘onlinepivot’. This article takes a phenomenological approach to the staff experience andattempts to draw meaningful inferences and conclusions regarding the teachingexperience under these circumstances. This is intended to inform best practice byboth institutions and staff in the context of remote teaching
