Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study

Abstract

The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching –a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances– happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables –class size, synchronous/asynchronous delivery– and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.

Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

“…It can be conclusively stated that both groups of students, regardless of their preferred mode of study, were generally satisfied with the performance of their ERT classes during the COVID-19 pandemic. A similar hypothesis was observed through a related case study, which attested "that students achieved better results under emergency remote teaching" (Iglesias-Pradas, Hernández-García, Chaparro-Peláez, & Prieto, 2021). Iglesias-Pradas et al (2021) further claim that "the choice of delivery mode did not seem to affect students' academic performance," which is something this paper did not investigate.…”

“…A similar hypothesis was observed through a related case study, which attested "that students achieved better results under emergency remote teaching" (Iglesias-Pradas, Hernández-García, Chaparro-Peláez, & Prieto, 2021). Iglesias-Pradas et al (2021) further claim that "the choice of delivery mode did not seem to affect students' academic performance," which is something this paper did not investigate. However, it could serve as a possible explanation for the relatively high approval rating for the virtual classroom by the sampled undergraduate students in this study.…”

Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education

“…The current study utilized small online learning groups as an active learning strategy to promote development of students" SL skills in an asynchronous online course format. The switch from in-person to online learning due to COVID-19 caused a significant disruption to class scheduling and assessment in most postsecondary institutions (Iglesias-Pradas et al, 2021;Pather et al, 2020). Many courses that had only existed previously as in-person, traditionally-styled face-to-face course offerings were forced into online formats with very different lecture and assessment plans.…”

“…Due to the COVID-19 pandemic, courses that had been previously taught in an in-person format were suspended and forced to transition to online delivery to continue student skill development (Pather et al, 2020). These changes led to a significant disruption in lectures and assessments, as some previous methods became difficult to use in an online format (Iglesias-Pradas, Herná ndez-Garcí a, Chaparro-Pelá ez, & Prieto, 2021). Online learning, when properly planned, can serve as a viable alternative to in-person learning (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Jensen, 2011;Kemp & Grieve, 2014), with the potential to enhance active learning among students through group work assignments or online discussion activities.…”

The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

“…In the current limited conditions, teachers 'understanding and creativity were necessary for packaging learning to attract students' attention and motivation in following the online learning stages (Mok et al, 2021). Selection of the right approach and approach model and support from various parties determine online learning success (de Figueiredo et al, 2021;Santiago et al, 2021).…”