Abstract
In an abrupt and unprecedented move to cancel face-to-face classes across the country for all institutions in higher education (HE), the paradigm of emergency remote teaching emerged (ERT). The purpose of ERT is to give students consistent, but temporary and quick access to training and instructional support. The quick transition concerned not just instructors but also students, who had little time to adjust to the new circumstances. The study aims to close a knowledge gap by validating previous research with a limited sample, as well as identify possible correlations between perceived satisfaction and specific sociodemographic characteristics in different geographical settings within Thailand. Empirical data was collected from 874 undergraduate students at three different universities in Thailand. The findings revealed that the students were not satisfied with ERT based on their experience. Moreover, the study concludes by providing theoretical and practical implications for educators and policymakers in HE.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
