COVID-19, emergency remote teaching evaluation: the case of Indonesia

Abstract

The global crisis caused by the COVID-19 pandemic has challenged educational institutions worldwide to rapidly shift to an online mode of teaching. In this paper, we discuss the concept of emergency remote teaching (ERT), including its implementation and evaluation, in the context of higher education in Indonesia. The Context, Input, Process, and Product framework was used to evaluate the implementation of ERT based on the experiences of 45 faculty members and 82 students from seven universities and colleges in three provinces in Indonesia. This study revealed several points of view. First, the shift to the ERT process depends on various aspects: internal organizational resources (curriculum, staff development, and technology), and external challenges (lack of access to a fast, affordable, and reliable Internet connection and the socioeconomic problems of the participants). Second, the ERT learning design needs to be framed using three principles: simplicity, flexibility, and empathy. The schools/administrators understand that this is not a normal situation in which learning competency standards must be rigorously met. In a crisis, given the facts that show disparities in technology and Internet networks, curriculum fulfillment is not the sole issue; it is also important to care for and support learners during this difficult time. This study provides recommendations that will serve as input for future strategies and educational policies in Indonesia, and developing countries in general. Additionally, this study can also be used as a benchmark for evaluating learning in similar situations in other countries.

Evaluasi Pembelajaran Daring Mata Kuliah Bahasa Indonesia Menggunakan Model Context, Input, Process, Product (CIPP) (Evaluation of Indonesian Language Course Online Learning Using the Context, Input, Process, Product (CIPP) Model)

“…Evaluasi konteks pada CIPP digunakan untuk menentukan sebuah tujuan dan prioritas suatu program (Tsani et al, 2021). Selain itu, CIPP juga bertujuan untuk memverifikasi dan mengevaluasi arah, kebutuhan, masalah, dan keadaan di lingkungan program (Cahyadi et al, 2022).…”

Impactos No Ensino Superior Devido Às Restrições Impostas Pela Pandemia Da Covid-19: Uma Revisão Sistemática Da Literatura

“…Os Quadro 1 -Autores pesquisados (ABUSHAMMALA et al, 2021, AKRAM et al, 2021, AL-KUMAIM et al, 2021, AL-MASKARI et al, 2021, ALGHAMDI et al, 2021, ALMAZOVA et al, 2020, ALSHAIKH et al, 2021ALREFAEE, 2021, ARISTOVNIK et al, 2020, ARRIBATHI et al, 2021, BARROT et al, 2021, BISHT et al, 2020, BLACKLEY et al, 2021, BORGES et al, 2020BAPTISTA, 2021, CAHYADI et al, 2021, CARPINELLI et al, 2021VIJAYARAGHAVAN, 2021, CRANFIELD et al, 2021, FUCHS, 2021, JOSHI et al, 2020, KABIR et al, 2020, LEAL FILHO et al, 2021, LIN, 2021, LOZANO-DÍAZ et al, 2020, MA et al, 2021, MIRZA et al, 2021ODUCADO, 2020, MOUCHANTAF, 2020, NGUYEN et al, 2021MASLOV, 2021, Ó CEALLAIGH, 2021, PURWADI, et al, 2021, REALYVÁSQUEZ-VARGAS et al, 2020, RODRIGUES et al, 2021AGUSSANI, 2021, TOADER et al, 2021, WARFVINGE et al, 2021, WILSON et al, 2020, YAGHI, 2021, YASSIN et al, 2020, ZIA, 2020 Fonte: Elaborado pelos autores Pôde-se constatar que os países pertencentes ao gr...…”

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

“…Due to the closures of all schools during the pandemic time, instruction delivery was shifted from face-to-face mode to distance online mode abruptly. This sudden transformation compelled teachers to integrate online learning pedagogy into their instructions without adequate preparation (Cahyadi, Hendryadi, Widyastuti, & Suryani, 2021;Erdem-Aydin, 2021).…”

“…Therefore, the ultimate objective of ERT is not to re-design a fixed instruction. Instead, it is a dynamic instructional design, as a response to crisis circumstances, that is possibly adjusted and contextualized based on the socio-cultural conditions, online readiness, and many other factors (Cahyadi, Hendryadi, Widyastuti, & Suryani, 2021;Kusuma, 2022;Luthfiyyah et al, 2021).…”

“…Shifting from a physical learning environment to ERT in a rapid time is demanding for many teachers, especially the ones who have no experience in conducting a distance learning (Hodges et al, 2020). Numerous studies have highlighted how teachers from different countries faced many challenges during ERT (Cahyadi, Hendryadi, Widyastuti, Mufidah, et al, 2021;Cahyadi, Hendryadi, Widyastuti, & Suryani, 2021;Erdem-Aydin, 2021;Rahiem, 2020). However, there is a paucity of information on discussion of online assessment practice during crisis time, especially how teachers understand and experience online assessment in ERT.…”