Abstract
The COVID-19 pandemic has affected every sphere of human life including education. Educational institutes all over the world are faced with the unique challenge to keep running the education amidst the lockdowns and social distancing. This has resulted in an unprecedented shift to the alternate mode of instructional delivery. This is a temporary shift in the mode of delivery as a result of the crisis or emergency situation. The present paper discussed the implications of one of such crisis pedagogies of remote learning during the COVID-19 propelled closure of the tertiary institutions in Australia. The effectiveness of emergency remote learning (ERL) was assessed through the online survey. The participants were international students, the majority, at the time of the survey were in Australia and doing postgraduate course in project management. To assess the overall effectiveness, the solicited opinions were analyzed under five headings: students’ perception, curriculum, feedback, quality, and technology & resource. The ERL model adopted in this study has two components: self-paced asynchronous learning and faculty-guided synchronous learning. The aim of the self-paced asynchronous learning was to provide the student access to learning and teaching materials which they could use safely, reliably and remotely, and later used those in their learning at their own pace. Similarly, the aim of the synchronous learning was to provide an interactive learning experience as in face-to-face teaching through faculty-guided live session. The result of the present study reveals that students perceived the ERL quite positively and are satisfied with the overall online learning and reported that transition to online learning from face-to-face was smooth and without much of the issue.
Highlights
The COVID-19 pandemic has created an unprecedented situation and as a result, every sphere of life is affected across the globe, including education
The number of students enrolled in higher education, including vocational education and training (VET) in Australia is about 1.8 million (Bozkurt et al, 2020) of which 700,000 are the international students (Australian Trade and Investment Commiss & Ion, n.d.)
The present paper discussed the outcome of the survey which was primarily conducted to understand students’ perception of crisis pedagogy of remote learning during the COVID-19 propelled closure of tertiary Institute
Summary
The COVID-19 pandemic has created an unprecedented situation and as a result, every sphere of life is affected across the globe, including education. Description I am more engaged in my online learning I have more opportunities to reflect on what I have learned in online unit There are more opportunities to collaborate with other students in remote online learning My online experience has increased my opportunity to access and use information I am more likely to ask questions in an online learning I can manage my own learning better in online learning I am interested to take more online units Response time from Lecturer is quicker in remote online learning The workload demands for the unit were realistic for remote online learning The content of the videos provided as part of learning was relevant to the learning outcomes of the course The lecturer was supportive and responsive to my questions My expectations for the units were met through remote online learning Transition from face-to-face Teaching to remote online teaching was smooth without much of the issue Online learning resources are made available through library service and in Canvas The learning activities were relevant to Unit Learning Outcomes Allocated lecture time of 2 hours were sufficient I would prefer to have pre-recorded lecture videos I came prepared for the class by going through the learning materials in advance As in face-to -face teaching, I am aware of the importance of Academic Integrity in remote online learning environment Overall, I am satisfied with remote online learning assessment regime ( refer to Table 1) is in line with this global trend. One of the alternate assessments that were introduced in the author’s course was the reflection which was aligned with meaningful and authentical assessment practice
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