Emergency Remote Teaching in Higher Education During Covid-19: Challenges and Opportunities

Jili, Nokukhanya N.; Ede, Chuks Israel; Masuku, Mfundo Mandla

doi:10.5430/ijhe.v10n5p1

Cited by 23 publications

(17 citation statements)

References 21 publications

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“…What is seen in society is emergency remote teaching. Previous studies have clearly distinguished what online learning is as well as emergency remote teaching (Whittle, Tiwari, Yan, & Williams, 2020), (Holisoh & Fitriani, 2020), (Jili, Ede, & Masuku, 2021). In essence, previous related studies distinguish what is meant by online learning versus emergency distance teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020).…”

Section: Literature Review and Theorymentioning

confidence: 99%

Critical Issues On Learning Process Amidst Covid-19 Perceived From Pedagogical Perspectives

Sembiring

2022

j. pendidik. Terbuka Dan Jarak Jauh

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This study examined the implementation of online learning that took place during the Covid-19 pandemic. The goal was to unravel and straighten out various doubts and complaints in the community who think that the implementation of online learning caused problems rather than an alternative to the practical mode of learning. The study utilized a literature study (library research), that is integrative review. It was closely related to the semi-structured review aiming at assessing, criticizing, and synthesizing the literature on the related research topic in a way that enables new theoretical frameworks and perspectives to emerge. Additionally, the process follows four phases: design, conduct, analysis, and finally structuring and writing the review. The study showed a broad misunderstanding in society about what happened during working and studying from the home period. Many people suspected that what happened was online learning. However, it is not online learning but an emergency remote teaching instead. This implied that most online learning in operations did not meet the standardized requirements as it was established. Furthermore, not using the intelligent flexible learning model (the Fifth Generation of Online Learning Mode) resulted in significant complications at the operational level. Moreover, what factually happened did not meet the characteristics of online learning systems and services. Above all, most online learning institutions still ignore the use of appropriate pedagogics. This study also demonstrated the importance of utilizing a complete instructional design so that the learning experience as a condition for the learning outcomes effectively achieved was equally present in the learning process. Comprehensive planning that was arranged systematically and structured will allow dialogue for students in the implementation stage. The dialogue space must occur not only between students and teachers as well as students and students but also, more importantly, self-dialogue for each student. Some insights for future consideration were also formulated and recommended for better online learning implementation

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Section: Literature Review and Theorymentioning

confidence: 99%

Critical Issues On Learning Process Amidst Covid-19 Perceived From Pedagogical Perspectives

Sembiring

2022

j. pendidik. Terbuka Dan Jarak Jauh

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“…Global response to COVID-19 varied in different countries that highlighted disparities in various sectors of the society, including education. Countries with vast resources are quick to apply ERT, leaving behind developing economies that need to balance the interplay of community lockdowns, university closures, and the threats of COVID-19 while sustaining education (Jili et al, 2021;Karakose, 2021). In the Philippines, the pandemic response was unable to cope with the velocity and the scale of COVID-19, resulting in indefinite closures of campuses and involuntarily shifting to online modalities despite the absence of clear guidelines from the government (Arcega et al, 2022;Joaquin et al, 2020;Pelmin, 2020).…”

Section: Related Studiesmentioning

confidence: 99%

Do cognitive, affective and social needs influence mobile learning adoption in emergency remote teaching?

Ebardo¹,

Suarez²

2022

RPTEL

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Transitioning to mobile learning or M-Learning in medical education has been challenging due to its subscription to the clinical-based method of knowledge transfer. This shift was accelerated despite the challenges of COVID-19 in what research refers to as Emergency Remote Teaching or ERT. While this modality supported learning continuity, it was evident that online classes have become avenues for students to socially engage with others to meet various psychological needs to buffer pandemic stress. We hypothesized that cognitive, affective, and social needs positively influence learners’ attitude towards M-Learning, which leads to its adoption. Given that peers highly influence medical professionals, we further hypothesized that the beliefs of others or social norms have a positive influence on the behavioral intention to use M-Learning. We added psychological needs as influencing factors to Theory of Reasoned Action constructs to develop a structural model, deployed an online survey, and analyzed 219 responses from healthcare students in the Philippines using Partial Least Squares – Structural Equation Modeling or PLS-SEM. We confirm that cognitive, affective, and social needs are psychological factors that influence students’ attitude towards mobile learning. While attitude can lead to the behavioral intention to adopt mobile learning, social norms do not exhibit a positive influence at a significant level. We discuss our results from the perspective of a developing economy during a pandemic and provide the implications of its findings to theory, academe, and technology.

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“…Furthermore, Husni Rahiem (2021) classified students challenges into three categories which are lack of structure, technological challenges, and financial limitations. According to Jili et al (2021) research, some students and educators experience challenges of a lack of resources and exposure to using information and communication technologies remotely. Besides, there are several systematic reviews studies on the impact of technology in higher education during COVID-19 (Abu Talib et al, 2021), Strength, Weakness, Opportunities, and Threats (SWOT) analysis of ERTL (Santandreu Calonge et al, 2021), student’s perceptions on online learning in terms of motivation, task engagement, and acceptance (Mohtar & Md Yunus, 2022) and impact of COVID-19 for higher education (Khan, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Ahmad Shazli,

Che Lah,

Hashim

et al. 2023

SAGE Open

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Since year 2020, researchers have conducted research on challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic on students. Many studies were conducted on the effectiveness of online learning, but there is a lack of studies on ERTL where online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students on ERTL during the early COVID-19. The methodology employed in this study are systematic literature review which used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL namely technological, pedagogical, personal, and social issues. However, students have positive perceptions toward ERTL to pursue their studies during the difficult period. This study highlighted the students’ challenges and perceptions of ERTL during the COVID-19 pandemic in higher education. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future.

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Emergency Remote Teaching in Higher Education During Covid-19: Challenges and Opportunities

Cited by 23 publications

References 21 publications

Critical Issues On Learning Process Amidst Covid-19 Perceived From Pedagogical Perspectives

Critical Issues On Learning Process Amidst Covid-19 Perceived From Pedagogical Perspectives

Do cognitive, affective and social needs influence mobile learning adoption in emergency remote teaching?

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

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