Abstract
This study evaluates emergency remote teaching for postgraduate programs. A descriptive-analytic method was used, including quantitative and qualitative tools. A questionnaire (N = 144) was administered based on the context, input, process, and product (CIPP) model for evaluation, and semi-structured interviews (N = 6 participants) were conducted to provide a comprehensive depiction incorporating participants’ views from three Saudi universities. The results revealed participants had a positive bias regarding their experience; the results were similar to those of a number of studies but revealed increased consistency of distance learning characteristics, specifically, data, exceptions, and objectives of higher stages. This study also revealed several transitive and positive effects along with challenges that seem to confront not only emergency distance teaching but the whole experience of distance learning.
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