One of the most obvious and immediate impacts of the COVID-19 crisis on education was the rapid shift from in-person to remote instruction. This affected almost all K-12, higher education, and adult education settings in an incredibly short timeframe (United Nations Educational, Scientific, and Cultural Organization, n.d.) and often with minimal support to facilitate the transition. This rapid conversion to remote education offers consequences for adult learners and educators (Boeren et al., 2020). While imperative to understand and address these issues, the field also has an opportunity for a positive outcome. The shift to remote education created a “need to know” about how to teach and learn at a distance, which translates to educators seeking new teaching approaches. This presents a unique opportunity to recognize adult educators as exemplars and leaders in both online and in-person education, including sharing our wealth of teaching knowledge with people and organizations, many of whom do not realize the expertise adult education practitioners and researchers have to offer. This article does not attempt to identify a comforting outcome amid the myriad of issues facing adult education as result of the pandemic. Rather, we intend to recognize the situation facing education and to illuminate our obligation to share our collective knowledge and experience.

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COVID-19 和向远程教育的转变：成人教育者的机会和义务

COVID-19 危机对教育最明显和最直接的影响之一是从面对面教学到远程教学的快速转变。这在极短的时间内影响了几乎所有的 K-12、高等教育和成人教育环境（联合国教育、科学及文化组织，nd），而且通常很少支持促进过渡。这种向远程教育的快速转变为成人学习者和教育者带来了影响（Boeren 等人，2020 年）。虽然理解和解决这些问题势在必行，但该领域也有机会取得积极成果。向远程教育的转变产生了关于如何远程教学和学习的“需要知道”，这转化为教育工作者寻求新的教学方法。这提供了一个独特的机会，可以将成人教育工作者视为在线和面对面教育的榜样和领导者，包括与个人和组织分享我们丰富的教学知识，其中许多人没有意识到成人教育从业者和研究人员必须提供的专业知识. 本文并未试图在大流行导致成人教育面临的无数问题中确定一个令人欣慰的结果。相反，我们打算认识到教育面临的形势，并阐明我们分享集体知识和经验的义务。本文并未试图在大流行导致成人教育面临的无数问题中确定一个令人欣慰的结果。相反，我们打算认识到教育面临的形势，并阐明我们分享集体知识和经验的义务。本文并未试图在大流行导致成人教育面临的无数问题中确定一个令人欣慰的结果。相反，我们打算认识到教育面临的形势，并阐明我们分享集体知识和经验的义务。