Abstract
COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment.
Highlights
When COVID-19 became a global pandemic in March 2020, most school systems began closing down
The remote teaching modality was addressed as emergency remote teaching (ERT) to underline that it was extemporary, adopted under necessity [2], and different compared to e-learning in normal circumstances
The questionnaire analyses the institutional support in the learning process during the early months of the Higher schools lockdown to assess and evaluate the current situation caused by COVID-19
Summary
When COVID-19 became a global pandemic in March 2020, most school systems began closing down. Since March, universities worldwide have postponed or cancelled all campus events such as workshops, conferences, sports, and other activities. They raced to transition their courses and other educational programs from face-to-face to remote teaching. The remote teaching modality was addressed as emergency remote teaching (ERT) to underline that it was extemporary, adopted under necessity [2], and different compared to e-learning in normal circumstances. The situation at higher education institutions appeared immediately critical. Quite a few of them have had already introduced Learning Management System (LMS) platforms, such as Backboard and Moodle, they were not ready to start with a massive remote teaching experience
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