Exploring Students' Factors in Online Teaching during COVID-19 Lockdown from their Lecturers' Viewpoint and Perspectives (original) (raw)
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Aim/Purpose: This study examines the use of the Emergency Remote Teaching (ERT) platform by undergraduates of the University of Ibadan, Nigeria, during the COVID-19 pandemic using the constructs of the UTAUT2 model. Five constructs of the UTAUT2 model were adopted to investigate the use of the ERT platform by undergraduates of the university. Background: The Coronavirus (COVID-19) outbreak disrupted academic activities in educational institutions, leading to an unprecedented school closure globally. In response to the pandemic, higher educational institutions adopted different initiatives aimed at ensuring the uninterrupted flow of their teaching and learning activities. However, there is little research on the use of ERT platforms by undergraduates in Nigerian universities. Methodology: The descriptive survey research design was adopted for the study. The multi-stage random sampling technique was used to select 334 undergraduates at the University of Ibadan, Nigeria, while a questi...
Journal of Global Biosecurity, 2021
This study reports the viewpoints of students on Emergency Remote Teaching (ERT) in tertiary institutions in Nigeria during the COVID-19 induced schools' closure. Three research questions guided the study. The descriptive survey design was adopted. A total of 1017 students formed the population for the study. Sample size of 100 students were drawn using simple random sampling technique. A 32 item structured questionnaire titled 'Students' View on Emergency Remote Teaching (SVERT)' validated by experts with a reliability coefficient of 0.78 was used as instrument for data collection. Data was analysed using frequency, percentage and mean. The findings revealed the educational media used by NAU and KSU lecturers for ERT. It further revealed that students were satisfied with the coverage of course contents, but not fully satisfied with ERT due to inadequacy of learning activities, which led to boredom amongst isolated learners. It also found out that challenges experienced during ERT include high cost of data for internet subscription and inadequate electricity supply to keep device always charged before lectures, among others. The study recommended among others that ERT sessions should be designed with relevant and highly engaging and interactive learning activities to reduce boredom among isolated learners during learning.
IAR Consortium, 2021
The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.
THE RISE OF EMERGENCY REMOTE TEACHING DURING COVID-19 PANDEMIC: AN EVALUATIVE STUDY
Global and Lokal Distance Education - GLOKALde, 2020
COVID-19 pandemic forced all levels of educational institutions to operate remotely and to put emergency remote teaching into practice. Remote teaching here means learner and instructor, is separated and therefore cannot meet in a traditional classroom setting. Moreover in remote teaching, learners are outside of physical classroom. This type of teaching may be synchronous or asynchronous. No doubts teachers are using various e-learning tools for remote teaching like WhatsApp groups, Googleclassrooms, Moodle etc. but still major challenge faced by teachers is to get them involved in this process of online learning. Emergency Remote Teaching involves number of obstacles, challenges and constraints. The purpose of this research was to reach the teacher educators and teacher trainees to know about their problems which they are facing during emergency remote teaching learning during pandemic. As a teacher educator, the first issue for the researcher was to explore various e-tools and platforms teacher educators are using for the purpose of interaction and online teaching and secondly to investigate into the challenges faced by both teacher educators and teacher trainees.
Listening to the student voice on emergency remote teaching during the pandemic crisis
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 2020
There is a need to evaluate emergency remote teaching (ERT) effort during COVID-19 pandemic to design and plan more effective online distance learning. Students' voices are valuable input in evaluating ERT practice since the students are the ones most directly affected. This study aims to describe the students' voice regarding their experiences and expectations while being enrolled in ERT-based courses in a time of COVID-19 pandemic. This study used mixed methods with survey approach in describing the students' voice. Quantitative data analysis shows that the Community of Inquiry (CoI) elements, technology use, internet quality, and student perceived satisfaction are related to each other. As from the qualitative data analysis, seven main themes are obtained from students' responses, namely instructor's orchestration, assignments and internet constraints, learning process, the flexibility of emergency remote teaching, interaction among course participants, experiences in synchronous learning, as well as self-and co-regulation. The results in this study are expected to provide insightful input for the online instructor, learning designer, and policymaker in designing and planning more effective online distance learning programs.
FROM F2F TO ERT: UNIVERSITY STUDENTS' PERCEPTION OF REMOTE LEARNING DURING THE FIRST COVID-19 LOCKDOWN, 2021
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.
From F2F to ERT: University Students’ Perception of Remote Learning During the COVID-19 Lockdown
Journal on Efficiency and Responsibility in Education and Science, 2021
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.
The Education and science journal
Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the altern...
Al-Lisan
The study investigates students’ recognition, students’ preferences, and students’ reasons for learning platforms, tools, and activities in the Emergency Remote Teaching (ERT) context. The intrinsic case study is used in the present study, which fully expected the quality of improvement and case evaluation can be carried out. The purposive sampling was used with 25 students of third-year class at a private university in West Java at English language education study program. In collecting the data, mixed questionnaire, participant classroom observation, and online semi-structured interview were distributed and conducted during the meetings, then analysed descriptively and thematically. The research findings point out that students positively responded to utilising Google Classroom for written synchronous and Zoom Cloud Meeting for virtual synchronous. To sum up, both platforms are recommended to be utilized in the online atmosphere for ERT. Further actions call for other researchers ...