From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Abstract

In the spring of 2020, the University of South Bohemia was one of the innumerable higher education institutions which was obliged to move its instruction online in order to comply with the COVID-19 regulations. This article explores the evaluation of emergency remote teaching (ERT) measures taken by the English department from the perspective of its students. It presents and discusses findings gathered from a questionnaire completed by 99 respondents. The questionnaire centres around four areas of interest: satisfaction with ERT, comparison of face-to-face (F2F) vs. online learning experiences, perceived stress level during ERT, and acquisition of skills. The results show how students responded to the emergency procedures and which factors they considered essential in terms of satisfaction and stress. Furthermore, they reveal thought-provoking insights on aspects such as integrating elements of online teaching into F2F instruction, developing various skills in lockdown, and motivation for learning. Our findings are analysed in terms of aspects and factors which are viewed as efficient or inefficient by students in a time of crisis. Thus, this research may contribute not only to better preparedness should circumstances requiring ERT return, but also to a more complex re-evaluation of instructional approach at university level.

Predicting Student Engagement: The Role of Academic Belonging, Social Integration, and Resilience During COVID-19 Emergency Remote Teaching

“…With students reporting increased isolation (46) and decreased quality of student social interactions (47) during the pandemic, investigation into these variables is called for.…”

“…Resilience is also pivotal to engagement, academic achievement, and wellbeing (24,38,(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55), and is defined as an individual's ability to bounce back following stress exposure (56). Resilience is furthermore deemed critical to maintained mental wellbeing throughout stressful experiences linked to the COVID-19 pandemic (13,57).…”

Remote Teaching and Learning in the COVID Era: Empirical Evidence from three Universities in Thailand

“…An attribute that was consistently rated with the highest importance by the surveyed undergraduate students indicated the significance of the teacher's ability to be patient, friendly, and knowledgeable with their students. Similarly, Dvoráková et al (2021) report that the sudden shift towards ERT increased students' anxiety. It is not farfetched to assume that this abrupt transition led to increased stressed levels also for teachers, which possibly explains the gap between the need for patience and friendliness by students and the teachers that failed to deliver.…”

“…As a result, online teaching and learning entail a distinct process, as evidenced by the roles, competencies, and professional development approaches (Carrillo & Flores, 2020). Furthermore, Dvoráková et al (2021) report that irrespective of how classes are being delivered, the overall "effectiveness is always supported by social interaction" (p. 90). Moreover, when it comes to expressing satisfaction or discontent with online learning, students tend to focus on the role and performance of the teacher (Dvoráková et al, 2021).…”

“…Furthermore, Dvoráková et al (2021) report that irrespective of how classes are being delivered, the overall "effectiveness is always supported by social interaction" (p. 90). Moreover, when it comes to expressing satisfaction or discontent with online learning, students tend to focus on the role and performance of the teacher (Dvoráková et al, 2021).…”