Emergency Remote Teaching Research Articles

Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

ABSTRACT First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

Burnout, Engagement, and Resilience During the COVID-19 Lockdown: Keys to a Model for Teachers' Self-Efficacy.

Social isolation measures by the COVID-19 pandemic have impacted teaching work. In an "Emergency Remote Teaching" (ERT) context, it is relevant to investigate the factors that affect teachers' self-efficacy. A total of 289 teachers from schools in southern Spain have participated in this study. They have been asked about their levels of burnout, engagement, and resilience. Comparisons were made by groups in accordance with sex, type of center they belonged to, school social context, and educational level in which the teacher taught. Using a Structural Equations Model, the multivariate relationships between the variables related to burnout, engagement, and resilience were described. During the ERT, teachers' self-efficacy was influenced by the 3 factors: burnout-exhaustion and cynicism-engagement, and resilience. During the ERT, the teachers in semi-private and private centers showed greater self-efficacy. In turn, the teachers in childhood and primary education showed a significantly higher level of work engagement than the teachers in compulsory and post-compulsory secondary education. The results in relation to ERT are discussed in the context of the exceptionality and universal globality of the pandemic phenomenon and the complex self-perception of the social value of the teaching function.

The emergency remote teaching experience during the COVID-19 pandemic: the case of Arabian Gulf University

The emergency remote teaching experience during the COVID-19 pandemic: the case of Arabian Gulf University

PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING

The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts that characterize an ideal science teacher. Using a qualitative case-study design, data were collected through interviews with nine pre-service teachers who were subjected to the ERT. Transcripts of the interviews were analyzed thematically using the established framework as a lens. The findings indicate that while the science pre-service teachers acquired some technological knowledge, there was a concurrent loss of sufficient content knowledge, a crucial prerequisite for the development of Pedagogical Content Knowledge (PCK). Additionally, the pre-service science teachers highlighted a lack of knowledge in practical work and the specific pedagogies essential for teaching science. The implications of these findings are discussed in the context of moving forward. Keywords: case study, COVID-19, knowledge and skills backlog, pre-service science teachers, teacher education

“Not even if I worked seven days a week, 24 hours a day”: the health of teachers during the COVID-19 pandemic

In this paper, we contemplate the well-being of higher education faculty during the Covid-19 pandemic, a period marked by the adoption of Emergency Remote Teaching. We conducted a predominantly quantitative study concerning the health of professors in Higher Education Institutions in Brazil. Data were collected through the administration of a questionnaire comprising 52 questions pertaining to the working conditions and health of educators in the second semester of 2021. In addition to the analysis of aspects quantified through the questionnaire on the daily work of teachers, we highlight some of the dissertative answers given by teachers to an open-ended item of the questionnaire. The results suggest a close association between working conditions, the intensification and extension of work hours, and instances of illness. In the conclusions, we highlight the need for a continuous evaluation of the work models that genuinely incorporates educators, valuing their experiences and perceptions. This approach aims to facilitate transformations in the conditions and modes of management and organization of work. Despite the societal significance of technological and digital resources, we assert that ongoing changes are occurring within social and economic contradictions that warrant attention and necessitate proactive resolution.

Media and Digital Technologies in Physical Education Teaching: A Literature Review

The present work addresses a literature review carried out in the CAPES journal portal database, with the aim of analyzing what has been produced and published in the last five years on media and digital technologies in teaching Physical Education. The data from the 21 articles selected for analysis were ordered by particularities and characteristics (Bardin, 1977). The text was organized based on three categories of analysis, grouped by common themes, namely: teacher training (initial and continuing); pedagogical proposals and teaching practice; digital technologies, school physical education and emergency remote teaching. It is noteworthy that working with digital media and technologies demands specific methodologies, which take into account new ways of teaching and learning. A trend identified in the teaching of Physical Education was the predominance of digital electronic games. Most of the pedagogical proposals analyzed were dedicated to the perception and use of what are also called exergames. The need for investment in teacher training is also highlighted so that teachers can make good use of technologies and enable good teaching practices in Physical Education in schools.

School culture and teaching practices for the effective student- centred learning during emergency remote teaching

ABSTRACT This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents.

Online language learning: a relief or a curse? Examining learner anxiety and preferences for instructional modes

ABSTRACT The Covid-19 pandemic has precipitated a global shift to a ‘new normal’ of online and hybrid learning, significantly affecting language education. This study investigates the impact of emergency remote teaching on language learners’ anxiety, examining their preferences for teaching modes and the reasons behind them. Diverging from prior research conducted in well-established digital environments, this inquiry delves into the improvised and stressful context of emergency remote teaching during a pandemic, shedding light on the unexplored facets of the online learning experience. This study, through a quantitative lens, assesses the experiences of 376 English as a foreign language (EFL) students in China, 65 Chinese as a foreign language (CFL) students in Vietnam, and 44 Chinese as a second language (CSL) students enrolled at universities in mainland China. These groups navigated foreign language learning in their home countries amid pandemic constraints, offering a varied landscape of language learning experiences. Our results indicate that different factors trigger anxiety across different groups, despite a general preference for face-to-face learning, which contrasts with the notion that online learning may offer a more relaxed environment. The findings address critical issues that surfaced during the pandemic and explore implications for language education practices in the post-pandemic context.

Does it make a difference? COVID-19 and its effect on a factor structure of SRL in an EFL online context

Self-regulated learning (SRL) is considered an important skill for not only academic achievement, but also second language (L2) development. Proficient L2 speakers often display more developed SRL skills than novices, and it has been shown that SRL instruction can improve L2 learning results. In Japan, the context of this paper, little research had been done on SRL in online L2 learning environments prior to the emergency remote teaching (ERT) period during COVID-19, and the effects of that period are still forthcoming. This study aims to fill the gap by conducting a factor analysis of the SRL of 498 EFL learners across 12 Japanese universities at the end of the first year of ERT in 2021. The results from exploratory factor analysis (EFA) indicated that four factors (goal setting, task strategies, environmental structuring, and classmate communication) were important with classmate communication being a new combined factor of help seeking and self-evaluation. Additional analysis based on prior online learning experience indicated that experience played a role in SRL in online L2 learning contexts. These findings suggest that instruction of SRL and carefully cultivated classroom environments could be beneficial for online L2 learning success.

A case study of South Korean elementary school teachers’ emergency remote teaching

COVID-19 is an unprecedented pandemic that has impacted the whole world. The pandemic made researchers and educators realize the critical need to prepare for future disasters. This study explored a context-specific case for elementary online learning where we investigated how elementary school teachers transitioned to emergency remote teaching (ERT) from face-to-face to online learning during the pandemic. A case study approach was used to explore South Korean elementary teachers’ ERT approaches and experiences during COVID-19. Using the CIPP (Context, Input, Process, and Product) framework, we sought to understand how the transition occurred from the perspectives of the teachers. The analysis uncovered several themes that fall under each category of the framework. In terms of context, limited technological aptitude and lack of training in online instructional design as well as policy issues and socio-economic differences were identified as key factors in assessing the current state of the ERT. In terms of input, instructors’ efforts as well as support from in and out of school were discussed. Student interaction and engagement were identified as key factors in understanding the process of ERT. Lastly, learning outcomes, instructional strategies, and systemic transformation emerged as products of ERT.

Uncovering the emotional dimension of developing teaching practice through uncertainty: a multimodal methodology

ABSTRACT This study explored how academics perceived the development of their practice during emergency remote teaching. It investigated how they approached the rapid upskilling required and what they found helpful and challenging. Interview findings are discussed in relation to a conceptual framework of professional development to reveal shifts in academics’ conceptions when faced with a highly disruptive environment. Findings highlight the importance of capturing non-verbal data to uncover the emotional dimension of teaching development through uncertainty. In addition to assisting reflection on the design of professional development during crises, the study underscores the value of multimodal methodologies in understanding academics’ professional development needs.

Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

PurposeThis article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.Design/methodology/approachThrough semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.FindingsThis study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.Originality/valueThis study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.

Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts

This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.

Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems

Reducing the Impact of Emergency Remote Teaching Through an Understanding of Personal Digital Ecosystems

Sustaining and supporting the momentum of enduring pandemic practices

Faculty members impacted by the COVID-19 pandemic inadvertently participated in a historic, widespread, and rapidly occurring educational development phenomenon: the global shift toward emergency remote teaching. We surveyed faculty members (n = 502) at four different institutions (a community college and a small, medium-sized, and large university) and collected self-reported data on faculty members’ continued use of educational technology tools or teaching techniques that they adopted for the first time during the pandemic. Faculty respondents also shared their perceptions on why this change to their teaching was valuable. Approximately 62% of the faculty surveyed reported their continued use of an educational technology tool, and 34% reported their continued use of a teaching technique or strategy. Higher education institutions must now consider the implications of these enduring pandemic practices, evaluate their effectiveness, and work to sustain the skill-building momentum of faculty who have invested time in adopting new technology tools and teaching techniques.

Emergency remote teaching amid global distress: how did teacher educators respond, cope, and plan for recovery?

This study explored the emergency remote teaching experiences of Ghanaian teacher educators during COVID-19. The study employed a basic qualitative interpretive approach and purposively interviewed 25 teacher educators from 15 teacher training institutions. Teacher educators in this study reported that emergency remote teaching (ERT) was a learning opportunity and professional capacity-building experience for them to engage in contemporary pedagogical practices. Teachers also indicated that synchronous and asynchronous remote teaching was helpful for their students, as it provided students with the opportunity to engage in self-paced learning due to their access to learning resources at any time. ERT promoted peer teaching, team teaching, and effective collaboration among teacher educators. However, with little preparation and training for remote teaching and learning, both teachers and students struggled with the remote teaching and learning process. A myriad of challenges were identified including the unsuitability and unfamiliarity of online teaching and learning platforms, a high rate of absenteeism and low student engagement, a lack of parental and school support, and inadequate technological resources. The study revealed that mathematics and science teachers needed advanced technological resources to support student learning. Implications for educational policy and practice are discussed.

University students’ challenges and coping strategies in emergency remote teaching

This qualitative study focused on Iranian English as a Foreign Language (EFL) students’ challenges and their strategies to cope with those challenges in online education during the COVID-19 pandemic. The researchers employed a phenomenological approach and interviewed twelve EFL MA students at a university in Iran. The researchers analyzed the collected data by following Moustakas’ phenomenological data analysis procedure. This study’s findings revealed that most students dealt with individual, teaching-led, and contextual challenges in emergency remote teaching. Also, many students used some adaptive and maladaptive coping strategies to handle these challenges. The present study’s findings provide an opportunity for authorities and teachers to see the world from students’ viewpoints and better understand the students’ unique challenges and conditions to develop a humanizing culture in the universities, especially during challenging times like the COVID-19 pandemic.

An inquiry on the psychological well-being of the university students during emergency remote teaching: application of the EMPATHICS model

The current study investigated university students’ well-being during Emergency Remote Teaching (ERT) via EMPATHICS framework in the aftermath of an earthquake that struck the Eastern part of Türkiye. The study had a mixed-methods research design, where quantitative data were analyzed through descriptives of the participants’ overall happiness indices, and qualitative data were analyzed through thematic analysis of those of narrations. Gathered through convenience sampling, the participants were constituted by 18 university students recruited from the department of Foreign Language Education at a state university in Türkiye. The results scrutinized that the participants did not exhibit elevated levels of well-being within the context of ERT. Additionally, the dimensions of the EMPHATICS framework were elaborated in detail to reveal their psychological well-being during ERT, which could also provide pedagogical implications for student well-being and suggestions for further research.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.