Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students (original) (raw)
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Asian Journal of Distance Education, 2020
The threat brought about by Corona Virus or COVID-19 had made a huge impact not only on the economic, tourism, and health sectors, but it also hardly hit the education system of the world at large. Specifically, this pandemic crisis had caused the Philippine higher education institutions to abruptly shift to emergency remote teaching (ERT) as a response to the call for continued education despite the global health threat. Using a qualitative phenomenological research design, this paper discusses the lived experiences of five learners who were suddenly immersed in a remote learning context amidst the threat of COVID-19. There were four themes revealed in this study: poor to no internet access, financial constraints, lack of technological devices, and affective or emotional support. Interestingly, findings showed that learning remotely in these trying times is challenging because aside from the existing problems on access and affordability, the emerging concerns on financial stability and affective support contributed to interrupted learning engagement. Moreover, exposing culturally face-to-face learners in the context of ERT can put additional learning pressure. Nevertheless, the need to listen to the students' lived experiences in ERT will provide a lending ear to be heard and a voice for building a pedagogy of understanding about their learning journey in this time of pandemic crisis.
International Forum Journal, 2020
Transitioning to Emergency Remote Learning amidst Covid-19 and Its Effects on Higher Education Students: A Case Study Weber R. Irembere Rosemary M. Lubani Abstract The worldwide spread of the Covid-19 pandemic has affected all aspects of human beings, including education. Schools at all levels closed the doors and transitioned to emergency remote learning modalities. In the theory of independent study and transactional distance, Moore (2019) argues that students’ ability to manage learning must be analyzed before getting involved in the online learning process. Unfortunately, the Covid-19 pandemic has forced students to embark on emergency remote learning without preparation. This qualitative case study aimed to describe the experiences, discover the challenges and effects of emergency remote learning on higher education students at one faith-based institution in the Philippines. Researchers used semi-structured interviews to collect data from students. Data was coded, categorized, and themed for analysis and thick description. Findings revealed that students experienced stress, anxiety, and uncertainty when learning remotely. Furthermore, students faced poor internet connection, lack of space for studies, lack of feedback from some faculty, and dramatic health lifestyle changes, including sleep patterns, eating habits, and physical and health ailments. This study has implications for school administrators, faculty, and students. Keywords: transition, emergency remote learning, Covid-19, higher education students, students’ experiences, health lifestyle, case study, Philippines.
Hacettepe University Journal of Education, 2023
Today, countries force all participants in the educational process to optimize their work through the Internet, due to the COVID-19 pandemic. These unexpected online learning applications conducted in extraordinary conditions were discussed differently from routine online learning and named emergency remote teaching. In this context, the educational process continued online in Turkey as well as in the rest of the world. It is thought that the experiences of the stakeholders are significant in these unique online learning practices in terms of creating a consensus. The current study focused on examining the essence of the experiences of the teachers who were assigned to the emergency remote teaching process in Turkey. For this purpose, in the current study, the qualitative research method was employed, and phenomenology was utilized. The study group consisted of 25 teachers who were working in a province center in the Central Black Sea Region of Turkey, in the 2019-2020 academic year. In-depth interviews were held to reveal teachers' experiences, through a semistructured interview form developed by the researcher. The data were analyzed with the three steps analysis method suggested by Moustakas (1994), which is frequently used in phenomenology studies. The results of the study revealed that, according to the teachers' experiences, the emergency remote teaching process was partially successful. The most common problems that teachers experienced during the synchronous lessons were internet connection problems, teaching management system problems, and low student engagement. Although the majority of the teachers faced many technical, professional ve emotional problems, the synchronous lessons have been a unique and unforgettable professional experience for them.
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Years into the COVID-19 pandemic, challenges persisted in implementing the online setup, primarily regarded as Emergency Remote Teaching. With the additional experience and know-how on the mechanisms of online teaching, expectations from students arose concerning the University's employment of strategies and methods in continuing to pursue a quality online education. This study primarily aimed to ascertain AB students' viewpoint and determine UST's response regarding the shift to ERT while addressing the students' expectations of the new standard of learning. The study used a quantitative design to institute a thorough examination of expectations, perception, and disconfirmation that will offer critical insight into the students' level of satisfaction. Based on the questionnaire responses, AB students acted positively with the implementation of ERT in the University during the pandemic. The data presented that the variables expectations, perception, disconfirmation, and satisfaction garnered positive responses in varying degrees. It also recognizes the role of disconfirmation in matching the students' expectations and actual performance for a higher degree of satisfaction. In terms of continuing education through online means, the findings indicated that students still prefer to take classes onsite. The study concluded that although students are more inclined to study in a traditional classroom, ERT is regarded as an appropriate recourse for students as a temporary method of education.
2022
The COVID-19 outbreak has changed education, mainly by shifting face-to-face classes to online sessions. Online courses are not new as many educational institutions offer distance or hybrid learning courses. However, emergency remote teaching (ERT), into which education has shifted, attains differences. This study aims to identify student performance differences depending on teaching modality (face-to-face and ERT). Studies considering the COVID-19 pandemic and information originating from Ecuador are scarce, making this study relevant. This quantitative research used a two-way ANOVA to analyze skills results from exams given in the academic year 2019 (face-to-face) and 2020 (ERT). Results were not statistically significant at p < .05, which concurs with the existing literature.
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Saudi universities have put immense efforts in preparing and implementing home teaching as an alternative type of traditional teaching during the new coronavirus disease (COVID-19) crisis The present study aims to focus on outcome of applying Emergency Remote Teaching during the COVID-19 pandemic at Saudi Higher Education A quantitative research design was used to evaluate the students' perspectives in terms of preparation, implementation, and assessment A total of 97 students were recruited from Prince Sattam bin Abdul-Aziz University A self-administered questionnaire, comprising of two parts was provided to the students The questionnaire's first part collected demographic details of the participants;whereas, second part was distributed into 34 items including preparation (7 items), implementation (8 items), and assessment (7 items), barriers to teaching practices during COVID-19 including 12 items The results showed that majority of the participant students positively resp...
Journal of Further and Higher Education
The recent novel coronavirus (COVID-19) crisis has affected humanity and education worldwide as continued learning amidst massive school closures required the unprecedented decision to make a rapid transition from inperson learning to remote online learning. This abrupt and temporary shift to remote online learning due to crisis circumstances was described as emergency remote teaching (ERT). Using a multi-method approach, this study aimed to explore college students' emergency remote teaching experiences during the COVID-19 crisis. Analysis of online survey data revealed the various detrimental effects of the recent outbreak of COVID-19 and emergency remote teaching on the participants' educational and personal experiences. The results revealed not only that the participants have experienced learning loss and lack of motivation, but also that the preexisting educational and social inequities seemed exacerbated and amplified during ERT and the COVID-19 crisis. Issues in terms of accessibility, digital divide, inequity, and mental/emotional/physical health that the participants, more likely females, experienced during emergency remote learning were especially concerning. The results highlighted the importance of addressing and combating the inequities, creating and maintaining a sense of community, and most significantly providing socio-emotional support, 'TLC' (Tender Loving Care; TLC (Tender Loving Care) is an expression, describing extra attention to make someone or something look or feel better), and compassion, to college students and the instructors during the uncertain times and as we move forward.
Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis
Interactive Technology and Smart Education
Purpose During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT. Design/methodology/approach A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation. Findings The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. A...
International Journal of Higher Education Pedagogies
Due to COVID19 disease contingencies, in several countries, universities were forced to replace the face-to-face classes for a non-face-to-face system, also called as Emergency Remote Teaching - ERT. In this scenario, both teachers and students experienced several challenges and had to adapt to new ways of teaching and learning. The goal of this study was to understand how students experienced this situation. Through a qualitative methodology, we interviewed eight higher education students from social sciences scientific areas. Thematic analysis was used to identify and interpret patterns and themes in students’ responses. Results show that students experimented several difficulties at different levels: cognitive level (e.g., attention, concentration, and information storage), motivational (e.g., demotivation to study), tiredness; organizational (e.g., time and tasks management), and social level (e.g., interpersonal relationship and lack of contact with people). These results bring...
Saudi Female Student Experiences with Emergency Remote Teaching During the Covid-19 Pandemic
International Journal of Emerging Multidisciplinaries: Social Science
The world has been reeling from the effects of the Covid-19 pandemic on many levels. Beginning in March 2020, the Kingdom of Saudi Arabia closed its academic doors. Overnight educators and students transitioned to online Emergency Remote Teaching (ERT). This paper will investigate how female students from a private university in the Eastern Province of Saudi Arabia experienced online instruction. Two-hundred and sixty-two students were contacted online to reflect on their experiences with ERT. Using thematic analysis, three categories of student responses emerged from student survey reflections: 1. lack of motivation and focus, 2. comprehension and issues with autonomous learning, and 3. university as a social experience. We concluded that students were experiencing the pandemic and online education as a very stressful and unsettling period. Online classes were perceived as mostly negative learning experiences. Furthermore, students reported psychological, emotional, and social prob...