Abstract
COVID-19 has forced many universities across the globe to implement emergency remote teaching as a preventative measure. Many faculty staff members were not adequately equipped with knowledge and skills of facilitating remote teaching. This made the establishment of social, cognitive and teacher presences difficult for them. The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during emergency remote teaching at a university in the United Arab Emirates. The study is guided by one critical question: How did certified online instructors establish social, cognitive and teacher presences in their online classes during the COVID-19 pandemic? The study adopted a qualitative case study within an interpretivist paradigm. Two certified online instructors were purposely selected to reflect on their experiences in establishing social, cognitive and teaching presences in their remote classes. It was found that students’ engagement, critical thinking and self-directed learning and continual engagement play an indispensable role in students’ remote learning. The study concludes that the establishment of the three components of a community of inquiry enhance students’ learning experiences and allow instructors to cater for the diverse learning needs of all students in an online community.
Highlights
The global pandemic of COVID-19 forced many institutions of higher learning across the globe to resort to emergency remote teaching (ERT) with a limited amount of time to prepare for virtual classes
The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during emergency remote teaching at a university in the United Arab Emirates
Purpose of the Study The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during ERT at a university in the United Arab Emirates (UAE)
Summary
The global pandemic of COVID-19 forced many institutions of higher learning across the globe to resort to emergency remote teaching (ERT) with a limited amount of time to prepare for virtual classes. Online learning differs significantly from ERT in the sense that it is (online learning) well planned in terms designing and the selection and organisation of students’ learning experiences (Draves, 2013). 1) conceptualised as: Not usually planned in advance and involves a sudden shift from traditional teaching into a remote one in view of emergency situations like the outbreak of Coronavirus in different countries. This is a totally different situation compared to e-Learning in normal circumstances.
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