Abstract
The COVID-19 pandemic disrupted education and required academics to shift to emergency remote education. The efficiency of the teaching learning process is determined by several factors in a technologically enhanced learning environment. As part of the improvement of education, educational methodologies and the rate of involvement of digital technology in the “business process” of teaching, the shift was an enforced step in the course of business process redesign (BPR). Technological developments forced pedagogy to change methodologies. The methodological and pedagogical effectiveness and success depend on how academics will apply the best practices and the know-how of emergency remote education and how the capabilities of applications, software and online shared knowledge can be exploited. This paper aims to review the background of educational methodologies and it outlines the pre-COVID-19 practices and strives to survey academics’ experiences of emergency remote teaching in higher education. Along with the “time space-group” three dimensional model of distance learning a slightly modified “time-workload-anxiety” 3D matrix of emergency remote digital education is introduced and considered from the lecturers’ perspective.
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