The COVID-19 pandemic prompted an unprecedented transformation in how museums, zoos, and science centers educate and engage their visitors. Traditionally, these institutions rely heavily on in-person, sensory-rich experiences that immerse audiences in interactive environments designed to stimulate curiosity and a sense of wonder. The abrupt closure of nearly 90% of these institutions in March 2020, as mandated by the World Health Organization to curb virus spread, posed a monumental challenge: how to recreate these deeply physical and engaging learning experiences in a wholly virtual sphere.
Suddenly deprived of the ability to connect directly with their audiences, museum educators scrambled to shift their programming online. For many, this meant pivoting from tactile, hands-on experiences facilitated by physical artifacts and live animals to one-way transmissions of digital content. The transition was swift and reactive, heavily relying on tools readily available—initially social media platforms that already had built-in audiences. This stopgap, while necessary, highlighted an important shift in pedagogical approach, away from interactive, visitor-centered engagement toward broadcast-style communication.
As the pandemic stretched on, teleconferencing platforms like Zoom became central to sustaining educational programs. These platforms simplified event coordination for institutions with the resources to leverage them but introduced new technical and instructional challenges. Museum educators found themselves in the position of adapting their expertise to unfamiliar digital mediums, which, akin to a classically trained pianist being asked to master a violin, required new skills despite the shared foundational principles of education.
This rapid migration to online delivery exposed a significant gap in the museum education field. While literature on distance education strategies for traditional classroom environments was extensive, research focused specifically on virtual museum programming was scarce. Recognizing this void, Megan Ennes, Associate Curator of Museum Education at the Florida Museum of Natural History, initiated a groundbreaking inquiry into how these institutions were coping and evolving their practices during the pandemic.
Ennes established a baseline by deploying an initial survey in February 2020, just before the global lockdowns began. This survey investigated pre-pandemic online programming, audience demographics, and content focus. Following the shutdowns, she distributed subsequent surveys in 2020 and 2021, capturing the evolving challenges and adaptations within museum education. The culmination of this longitudinal study appeared in a recent publication in the Quarterly Review of Distance Education, presenting findings from a fourth survey conducted in 2023—now that the World Health Organization has declared an end to the pandemic phase.
The data reveals a complex narrative. While the majority of institutions persisted with digital programming even after physical spaces reopened, a significant minority reverted exclusively to in-person education. Among those maintaining online programs, 89% focused primarily on K-12 school audiences, reflecting a strategic alignment with public education systems suddenly overwhelmed by the rapid shift to remote learning for millions of students. Museums, with their content expertise and resources, stepped into a critical void, creating tailored digital educational materials that served millions of virtual learners.
What emerged was not only a survival strategy during a crisis but also a formative reshaping of museum education’s reach and potential. Partnerships with schools flourished as educators bridged gaps created by the pandemic, facilitating continued science education through virtual museums. Yet these successes were tempered by notable challenges—chief among them, a pervasive lack of training and professional development for museum educators navigating these new digital landscapes.
Less than 15% of surveyed educators reported receiving any formal training or attending relevant conferences during this period. Although self-assessed confidence in online teaching was relatively high, more than half expressed a strong desire for continued professional development to improve virtual content creation and delivery methods. This highlights a crucial need for structured support and resources as online museum programming becomes an entrenched component of educational outreach.
The findings underscore the fact that effective online museum education is not a simple extension of on-site programming but requires distinct pedagogical strategies and technical competencies. Museums must invest in building digital literacy among their educators and adopt innovative instructional designs that leverage the unique affordances of online platforms. These steps are essential for fostering meaningful engagement and sustaining audience interest in an increasingly digital educational ecosystem.
Looking forward, researchers like Ennes emphasize the value of ongoing investigation into virtual museum education. By systematically evaluating what works and identifying persistent obstacles, museums can refine their online offerings to maximize impact and accessibility. This research will play a crucial role in defining best practices and institutional policies that govern the future of museum-based science education in a post-pandemic world.
The digital pivot occasioned by the pandemic offers a poignant case study in adaptability and resilience. It also invites broader reflection on the role of museums as knowledge hubs in global education networks. If effectively supported, online programming can complement and enhance traditional museum experiences, extending their reach to audiences who might otherwise be excluded by geography, mobility, or socio-economic factors.
Ultimately, the COVID-19 pandemic accelerated a transformation that was nascent but incompletely realized prior to 2020. Museums worldwide have demonstrated remarkable agility in responding to urgent challenges, underscoring the critical importance of innovation and professional development in educational practice. These institutions now stand at a crossroads, poised to harness digital technologies to enrich how science and culture are communicated in the 21st century and beyond.
Subject of Research: Online museum education and distance learning adaptations during and after the COVID-19 pandemic.
Article Title: Assessing the Evolution of Online Museum Programming Three Years Post COVID-19 Outbreak.
News Publication Date: Not specified.
Web References:
References: Quarterly Review of Distance Education, article publication date 15-Dec-2025.
Image Credits: Florida Museum photo by Jeff Gage.
Keywords: Educational institutions, Museums, Science classrooms, Educational methods, Educational programs, Science education, COVID-19, Online education.
