COVID-19 and Emergency Remote Teaching in the Country of Georgia: Catalyst for Educational Change and Reforms in Georgia?

Tabatadze, Shalva; Chachkhiani, Ketevan

doi:10.1080/00131946.2020.1863806

Cited by 15 publications

(14 citation statements)

References 27 publications

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“…However, some students, more especially the first-year students, were not aware about the existence of such facilities, while others preferred not to use them because of the stigma associated with it. In many respects, COVID-19 exacerbated inequality in varying levels of family support for their students during the pandemic [22]. Again, the critical realist lens allows us to associate the differentiated family support of students to their family's socioeconomic standing where middle-class families were seen to support students significantly than working-class families.…”

Section: Discussionmentioning

confidence: 99%

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

Pika¹,

Reddy²

2022

Preprint

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In this empirical article, we argue that, while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating it. The research question that the article attempted to answer is, what unintended pedagogical consequences did students and lecturers suffer because of the move to ERT at rural-based universities (RBUs) in South Africa? Drawing on students' and lecturers’ lived experiences of ERT, this article foregrounds unintended pedagogical consequences that arose at one RBU in South Africa during the transition from face-to-face teaching to ERT. Underpinned by the tenets of critical realism philosophy, as well as student integration theory, in-depth interviews with three lecturers and six students were conducted. The findings of the study indicate that home conditions, individual characteristics, pre-COVID-19 blended learning experiences, university training and support, and teaching, learning, and assessment practices and policies altogether contributed to the construction of unintended pedagogical consequences of ERT presented in this article. These consequences include (1) exclusion of low-income students in active teaching and learning, (2) equipping middle-class students with better chances of success than working-class students. (3) distressing female students and lecturers more than their male counterparts, and (4) unproductive assessment practices. This study may be beneficial to academics and policymakers from similar contexts in their plight to continue with remote teaching and assessment (RTA) beyond the pandemic.

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Section: Discussionmentioning

confidence: 99%

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

Pika¹,

Reddy²

2022

Preprint

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“…Moreover, the current body of knowledge provides useful insights into failures and accomplishments (Bond et al, 2021). For example, studies on the educational effects of COVID-19 highlight the importance of accommodating changes in teachers' professional development, training, and teacher education in general (Tabatadze & Chachkhiani, 2021). As a result, online teaching and learning entail a distinct process, as evidenced by the roles, competencies, and professional development approaches (Carrillo & Flores, 2020).…”

Section: Teaching Arrangements During Covid-19mentioning

confidence: 99%

Remote Teaching and Learning in the COVID Era: Empirical Evidence from three Universities in Thailand

Fuchs,

Fangpong

2022

Qwerty

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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.

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“…The ERT model facilitated the teaching and learning process during the lockdown and helped to develop new strategies to overcome intractable problems (Tabatadze & Chachkhiani, 2021) . In some institutions, ERT has teachers and students develop best practices and procedures for technology integration as teachers and students act differently to technology integration.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 Emergency Remote Teaching: The Perceptions, Challenges And Coping Strategies Of Higher Education Students In Ghana.

Armah

Arthur-Nyarko

Asante

2022

MJESTP

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Emergency Remote Teaching (ERT) is a mode of teaching usually triggered by disasters and pandemics such as the deadly Coronavirus. This study used a self-reported questionnaire to investigate student perceptions, challenges, and coping strategies during ERT at a public university in Ghana. Using a randomly selected sample of 80 students, the study established the relationships between student perceptions and coping strategies, perceptions, and challenges. Out of the 80 respondents, 76 questionnaires were duly completed and were analysed using partial least square structural equation modelling (PLS-SEM). The bootstrapping results indicate that student perceptions of ERT have a significantly positive relationship with their coping strategies, and the challenges have a significant negative relationship with coping strategies. However, student perceptions did not significantly correlate with students’ challenges. Results recommend that the university put appropriate measures in place to reduce the challenges associated with ERT, which will improve students’ perceptions since the pandemic is still raging with a series of waves. Challenges such as lack of access to digital devices and high-speed internet should also be addressed urgently.

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COVID-19 and Emergency Remote Teaching in the Country of Georgia: Catalyst for Educational Change and Reforms in Georgia?

Cited by 15 publications

References 27 publications

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa

Remote Teaching and Learning in the COVID Era: Empirical Evidence from three Universities in Thailand

COVID-19 Emergency Remote Teaching: The Perceptions, Challenges And Coping Strategies Of Higher Education Students In Ghana.

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