Examining Emergency Remote Teaching Using the Community of Inquiry Framework

Abstract

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

Research Trends in the Field of Emergency Remote Teaching: A Bibliometric Analysis of Open Access Literature

“…Such concepts reappear in ERT studies, maintaining their importance as before the pandemic. Similar to the findings of this research, studies that mention the role of assessment tools in the ERT process (Bond et al, 2021), emphasize that instructional design is among the most frequently studied subjects in distance education research (Zawacki-Richter et al, 2009), and underscore the importance of social presence and collaborative learning by noting that the Community of Inquiry framework can be used to reassess, organize and manage ERT (Chiroma et al, 2021).…”

Exploring special need students’ perceptions of remote learning using the multimodal model of online education

“…Blended learning is likely to be the most dominant approach as it caters for the needs of students who prefer online learning and those who prefer face-to-face instruction. Chiroma et al ( 2021 ) postulate that post-COVID-19, all pre-service teachers are going to need skills which enable them to work using both online and face-to-face modes. Both SEND students and lecturers will be expected to be able to optimise usage of LMS in order to enhance learning experiences.…”

“…Several recent studies have been conducted with students who do not have special needs regarding their experiences of remote learning since the start of the global pandemic. These include in-service teachers’ perceptions concerning how their students cope during emergency remote instruction (Jelinska & Paradowski, 2021 ); pre-service teachers’ perspectives of student evaluations using online and face-to-face learning (Bergman, 2020 ); pre-service teachers’experiences of current practices in cultivating a community of inquiry through remote teaching and learning in South Africa (Waghid et al, 2021 ) and in Kenya (Chiroma et al, 2021 ) and pre-service teachers’ experiences of remote learning in an early childhood practicum (Kim, 2020 ). Jia and Santi ( 2021 , p. 1186) argue that “we need to consider students with disabilities’ perspectives” in this current period of remote learning.…”

Aci̇l Uzaktan Eği̇ti̇m Süreci̇nde Matemati̇k Eği̇ti̇mi̇ Öğretmen Adaylarinin Süreç Deneyi̇mleri̇ni̇n İncelenmesi̇: Yeni̇ Normale İli̇şki̇n Yansimalar

“…Yurtiçi ve yurtdışında acil uzaktan eğitim sürecini öğretici ve öğrenci perspektifinden inceleyen çeşitli çalışmalar görülmektedir (Chiroma, Meda, & Waghid, 2021;Çardak & Gürel, 2022;Petillion & McNeil, 2020;Shim & Lee, 2020;Yurdakal & Susar Kırmızı, 2022;Zorluoğlu, Devecioğlu & Sayın, 2021). Farklı ülkelerde gerçekleştirilen acil uzaktan eğitim araştırmaları matematik eğitimi özelinde incelendiğinde, matematik öğretmenlerinin hazır bulunuşluklarını, acil uzaktan eğitim ile ilgili algılarını ve matematik eğitimi alanındaki öğretim elemanlarının önerilerini inceleyen çeşitli araştırmalar bulunduğu gözlenmiştir (Ni Fhloinn & Fitzmaurice, 2021, 2022Rodriguez Muniz ve diğ., 2021).…”