Emergency remote teaching evaluation of the higher education in Indonesia

Abstract

The present study introduces the qualitative and quantitative results obtained in a pilot study of emergency remote teaching (ERT) evaluation in Indonesian higher education. In particular, this study aims to provide basic principles for future ERT implementation. Seven universities in Indonesia were involved in the first phase of the study, aiming to obtain initial information regarding the relevance, content validity, and readability of fundamental initial principles of ERT. The second phase aims to assess the quality ERT scale quality using confirmatory composite analysis (CCA) procedure, involving 2,957 undergraduate students from 22 universities in ten provinces in Indonesia. The results seem to indicate that the ERT principles can be viewed as 1) a complementary tool for ERT design covering five principles including simplicity, accessibility, affordability, flexibility, and empathy; and 2) In Indonesian higher education, affordability and flexibility are the two principles that are rated the lowest based on students' experiences. The lack of access to a fast, affordable, and reliable Internet connection in some areas of Indonesia is a fundamental problem in implementing ERT. This result is likely to be the case in other developing countries with similar geographical characteristics. The findings provide information based on practical experience -showing that learning design in a crisis is dynamic and open to revision based on socioeconomic considerations, technological infrastructure, and students 'and teachers' readiness.

COVID-19 and the Adaptive Role of Educators: The Impact of Digital Literacy and Psychological Well-Being on Education—A PLS-SEM Approach

“…Second, low levels of DL limit the educator's role in creating an environment of empathy and care ( Bozkurt & Sharma, 2020 ), where, consequently, student engagement in learning is affected. The teachers’ readiness ( Cahyadi et al., 2021 ) is significant for the effectiveness of the learning design in a crisis. ICT skills, infrastructure, and availability of resources including Internet access and devices are significant for the implementation of digital pedagogies.…”

Students’ Preferences on Online Learning in the New Normal Period of the Covid-19 Pandemic

“…However, this is not a solution for students living in rural areas, where only 2G and 3G internet networks are available, while 4G is needed for meeting. This is affirmed by (Cahyadi et al, 2021), that the students in Indonesia face challenging to meet their online learning requirements such as the limited-capacity mobile networks. To overcome this obstacle, lecturers prepare learning instructional materials in the form of podcasts instead of videos and use pdf documents that may be accessed anytime with a limited internet network.…”

COVID-19 the Gateway for Future learning: The Impact of Online Teaching on the Future Learning Environment

“…Humanizing pedagogy can be operationalized by pushing beyond purely cognitive approaches and becoming more re exive (Mehta & Aguilera, 2020). Teachers are expected to carry out pedagogical innovations to increase student engagement through empathy and care (Cahyadi, et al 2021).…”

“…All higher education institutions were told to use Emergency Remote Teaching (ERT) modes to quickly ensure sustainable education while reducing transmission risk. ERT was a temporary shift in instructional delivery from faceto-face to online delivery (Cahyadi, et al 2021). However, readiness-related concerns were raised, especially whether teachers, administrators, students, and their parents were prepared for this shift.…”