Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

Abstract

The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses (n=669) based on empirical data as well as secondary data were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

“…Careful consideration of pre-pandemic teaching practices and modifying them to adapt to the challenges brought forth by COVID-19 is necessary [19]. To promote positive online learning outcomes in terms of student satisfaction, perceived learning and academic performance [14], [34], [50], instructors should strengthen the integration of activities that will help students enhance their online learning self-efficacy, as well as provide adequate opportunities for worthwhile interactions within the online course.…”

Positive digital learning: Challenges and path forward for educators

“…Increased dependence and exposure to the use of technology for distance education can jeopardise the well-being of individuals as the boundaries of school and personal life are harder to maintain and negatively associated outcomes and side-effects of technology use may arise, such as stress from technology use (Tarafdar et al 2007). Students often experience difficulty adapting to new digital platforms and tools that can hamper student learning and increase stress levels (Fuchs, 2021;Chiu & Lapeyrouse, 2021;Mu, Florek-Paszkowska, & Pereyra-Rojas, 2022;Yang, Liu, Li, & Li, 2022). The balance between online classes and other tasks and distractions can lead to time management issues and stress.…”

Technostress in Distance Learning: The Positive Learn Project

“…Students often experience difficulty adapting to new digital platforms and tools that can hamper student learning and increase stress levels (Fuchs, 2021;Chiu & Lapeyrouse, 2021;Mu et al, 2022;Yang et al, 2022). The balance between online classes and other tasks and distractions can lead to time management issues and stress.…”