Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

Abstract

The study evaluated the higher education institutions (HEIs) emergency remote instructional delivery using the context, input, process, product (CIPP) evaluation model. To determine the responses of HEI administrators and teachers in terms of the four CIPP elements, the sequential explanatory mixed-method design was used. Teachers' digital competence (n=108) obtained through the modified SELFIE tool was analyzed using descriptive statistics. Interview data from the teachers (n=7) and administrators (n=6) were analyzed using Braun and Clarke's thematic analysis steps. Findings revealed three themes for context evaluation: materials and connectivity for learning continuity, leadership and technology infrastructure, and technological capability. Teachers' digital competence, support and resources, and curriculum and instruction were the identified themes on input evaluation. Analysis of the process led to identifying the two themes: a call for action and the culture of change. The result of the product evaluation revealed flexibility, resilience, self-helpfulness, and interdependence. The acknowledgment of the unique context, input, and support obtained during the critical period of transitioning to emergency remote teaching led to the desired educational pathways in teaching and learning amidst and beyond the pandemic. The emerging remote teaching realities will strengthen the technological capabilities of the institution to enhance teachers’ and students’ digital competencies.

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