The Effect of Emergency Remote Teaching from a Student's Perspective During COVID-19 Pandemic: Findings from a Psychological Intervention on Doping Use

Abstract

The coronavirus (COVID-19) pandemic affected teaching modality worldwide. Indeed, there was an immediate urge to transition from face-to-face to online teaching to avoid the COVID-19 spread. The speed of such process led to the employment of emergency remote teaching. While the effectiveness and the advantages of planned online teaching modalities were well-assessed, little is known about implementing emergency remote teaching on learning processes. Accordingly, the present study aimed to evaluate the differences between face-to-face teaching and remote modality in terms of engagement, perceived learning, and the goodness of the learning environment from a student's perspective. Results showed that students perceived no differences between face-to-face and remote modalities. Such findings suggest that a remote intervention can provide high engagement, perceived learning, and a positive learning environment in emergencies, such as the COVID-19 pandemic.