Teaching online: How has the New Zealand experience matched international experiences?

The move to online emergency remote teaching (ERT) in early 2020 affected education worldwide. Differences between ERT and planned online teaching were evident. This paper describes the experiences of staff teaching on several different ESOL programs from a university in New Zealand during 2020–2022. It finds that trends such as students appreciating courses being available, students missing social interactions, varying digital literacy among students and staff, and inequities in equipment, connectivity, and their reliability were to be found not only in New Zealand but also worldwide in a myriad of contexts. Suggestions for preparing staff, students, and infrastructure for future needs to teach online and how to do that are made.