Abstract
Introduction. Emergency remote teaching (ERT) is meant to be a temporary shift from the normal modes of contact teaching. Such transition was imposed during the global pandemic in the spring of 2020, and higher education was required to shift entire curricula online in an attempt to curb the spread of the virus while maintaining continuity of its services. The disruptive overnight change and conversion of entire courses to ERT caused concerns, not only to the educators but also to the students who had little time to adapt to the new circumstances.Aim. The aim of the study was to examine student perceptions with regard to remote teaching during the global pandemic COVID-19. Moreover, the study aimed to identify attributes, which students deem as the most important during emergency remote teaching.Methodology and research methods. This mixed-method case study expands earlier research addressing those concerns, and adds to the body of knowledge by investigating how ERT is currently – during the second year of the pandemic – perceived by undergraduate students in Northeastern Thailand. Responses from a self-administered survey were collected and analysed (n = 363). Based on descriptive analysis, it was decided to conduct 12 unstructured interviews to investigate particular findings more thoroughly. An importance-performance rating matrix was used to determine the perceived satisfaction by the undergraduate students.Results and scientific novelty. The study identified that the students largely view ERT as inferior compared to traditional classroom teaching. Students claimed both lack of social interactions with peers and inability to seek academic support as the primary reasons. This study informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.Practical significance. The current research presents the recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.
Highlights
Emergency remote teaching (ERT) is meant to be a temporary shift from the normal modes of contact teaching
The study identified that the students largely view ERT as inferior compared to traditional classroom teaching
The first section presents the mean values for each attribute and allows for comparison of the results and analysis of engagement and satisfaction with emergency remote teaching
Summary
Emergency remote teaching (ERT) is meant to be a temporary shift from the normal modes of contact teaching Such transition was imposed during the global pandemic in the spring of 2020, and higher education was required to shift entire curricula online in an attempt to curb the spread of the virus while maintaining continuity of its services. An ever-increasing group of people is interconnected globally by the Internet It is estimated by the United Nations that approximately 4.68 billion people had access to the Internet by the end of the year 2020. This number represents approximately 58% of the world’s population, and the associated growth of online education does not come as a surprise [1, 2]. The challenge was not limited to the educators, who found themselves in a situation of needing to teach their entire syllabus online, and impacted the students who needed to adapt to a new learning environment instantaneously [5, 6]
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