Embracing educational resilience: A retrospective analysis of the impact of emergency remote teaching on programming students in-pandemic

Abstract

This study reflects on the experiences of 52 programming students during the Emergency Remote Teaching (ERT) semester at a university due to the COVID-19 pandemic. The findings reveal that the sudden shift had a lasting impact on the emotional states and motivation levels of students, highlighting the persistent influence of ERT. The role of technological infrastructure remains a significant factor, shaping students’ perceptions of ERT. The paper offers actionable insights to enhance teaching methods and support structures. The research emphasizes the need to consider the emotional and motivational dimensions when orchestrating changes in educational delivery modes. The study provides valuable insights for shaping effective learning environments during the ongoing recovery from the pandemic.