Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises

Abstract

Purpose This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE). Design/methodology/approach Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion. Findings This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework. Research limitations/implications The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field. Practical implications This framework is designed for practical application for use by teachers operating in ERTE. Originality/value Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.

Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture

“…Needless to say, many researchers have jumped on the bandwagon because, discussed or not, the impact on education is unprecedented. This article focuses on what is commonly called Emergency Remote Teaching (ERT) in the literature (e.g., Mohmmed et al., 2020 ; Whittle et al., 2020 ). Like many others, the present study attempts to find what factors influence the quality of education and student response during the worldwide shift to ERT in March of 2020.…”

Investigating COVID-19 Crisis Influence on Universities’ Websites Content in Egypt

“…Daily interaction with students during the crisis stressed the revealed issues that may impact students' such as home circumstances, parents' participation/ engagement, and non-academic issues. (Whittle, et al, 2020). Teacher social presence in online learning recognized positive impacts learning as indicated by (Lehman and Conceição, 2010).…”

“…According to Whittle, et al (2020) tutors who thought that they work productively during distance emergency teaching emphasized the importance of periodically reconsidering inquiry to stay responsive to handy materials. Daily interaction with students during the crisis stressed the revealed issues that may impact students' such as home circumstances, parents' participation/ engagement, and non-academic issues.…”

Assessing the Experience of Universities' Online Admission in Egypt: An Experiment Conducted during the COVID-19

“…Besides, stressing the significance of a regular inquiry reconsideration to preserve a prompt reply to handy resources, which highlighted by highly performed instructors for the period of a distance emergency teaching as offered by (Whittle et al, 2020) The study added that during the crisis the students' influences i.e. home conditions, parents' engagement, and nonacademic that were demonstrated from the daily students' contacts (Whittle et al, 2020) Universities responded to the COVID pandemic through designing plans of "Emergency Management Plan (EMP)," "Emergency Response Plan," "Crisis Management Plan," "Business Continuity Plan (BCP)" to demonstrate and outline the handling emergencies procedures (Izumi et al, 2020). In the same trend, the differences between pre-planned online learning and Emergency Remote Teaching Environments ERTEs was discussed in (Hodges et al, 2020) and (Trust, 2020) who emphasized the attention to accessibility, equity, digital divides, privacy and security aspects which ERTE underlined.…”

“…Additionally, having an overall iterative assessment of the remote teaching process is a part of the ERTE framework as mentioned by (Hodges et al, 2020) When an ERTE is applied; facilitating agency is provided by learning goals and instructional methods (Whittle et al, 2020) The contingency plans development importance was stressed to be conducted before offering potential problems solutions by (Bao, 2020) who investigated online education on an abnormally/ exceptionally large scale. The recognition of learning environment modules in the Cambridge Learning Sciences Handbook; learning environment modules consist of people in the environment, technologies, architecture, and room layout, and the physical objects within and the social and cultural environment as reported by (Sawyer, 2005).…”