Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study

Chinese character instruction online: A technology acceptance perspective in emergency remote teaching

Background Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn new strategies and methods, along with a shift in their beliefs. Whilst online learning of chemistry is commonplace in many higher education institutions globally, the integration of computer and digital technologies in teaching chemistry in developing countries had been limited prior to the 2020 pandemic. Purpose In this study, the experiences, perceptions, and teaching strategies of university chemistry teachers in the Philippines have been explored during the transition of their instruction to emergency remote teaching at two timepoints during the COVID-19 pandemic. Sample Data were collected in the form of survey responses from 139 participants representing 35 universities and colleges across the nation. Results No strong relationships were found between participants’ experiences and their academic rank, length of service, or institution type, suggesting university chemistry teachers took similar approaches to quickly adopt and adapt available technologies to deliver the required curriculum. Since the Philippines continues to struggle to establish a robust infrastructure to promote online and technology-enhanced learning, participants had to devise pedagogies and practices that would allow accessible learning experiences for their students by curating online tools that would require minimal bandwidth and low internet data consumption. Using abductive methodology, the Community of Inquiry (CoI) framework was employed as a guide in interpreting university chemistry teachers’ experiences and perceptions about their implementation of emergency remote teaching using online technologies. Whilst participants had limited prior experiences in employing online learning pedagogies, key elements of the CoI framework became apparent through the new technologies and practices implemented by university chemistry teachers which fostered teaching presence, cognitive presence, and social presence.

Background In order to continue educational provision during the Covid-19 pandemic, many education systems switched to some form of Emergency Remote Teaching (ERT) in 2020. Research suggests that this may have disproportionately affected students from underprivileged communities. In this context, there is, therefore, a pressing need to consider how ERT may have impacted learners who are likely to be most affected by educational inequalities, including newly arrived migrant students (NAMS). Purpose As studies have highlighted the particular importance of interaction for effective distance learning, the research aimed to examine how NAMS in Flemish secondary schools experienced interaction with learning content, teachers and fellow students in online classes during ERT. Methods A total of six semi-structured focus group interviews were conducted with 23 NAMS from six secondary schools in Belgium. The interviews were centred on questions about participants’ experiences with online interaction and participation. All focus groups were audio recorded and transcribed verbatim, after which transcriptions were coded and analysed qualitatively. Findings The analysis revealed that, during ERT, participants reported experiencing a higher amount of learner–content interaction, mainly consisting of self-study material and tasks. Participants also indicated a lack of learner–teacher interaction, which was attributed to the shortage of speaking opportunities and students’ decreased inclination to interact with instructors. In addition, most participants reportedly experienced few opportunities for learner–learner interaction during online classes. Conclusions Study findings provided insight into the NAMS’ experiences of being suddenly and unexpectedly compelled to be autonomous learners during ERT. Students’ reports suggest that the quality of learner–content interaction may have been compromised by limited learner–teacher interaction in the ERT situation. This draws attention more generally to the importance of interactive learning in the support of NAMS and the need for educators to be empowered to develop interactivity-rich remote learning environments.

Colleges and Universities across the country closed campuses in March 2020 as the coronavirus spread worldwide and transformed into a pandemic. It became evident when the Center for Disease Control and Prevention (CDC) made recommendations for social distancing that would not allow the return of normalcy on campus for the rest of the semester. Professors and instructors across the world made the transition from their face-to-face classes to emergency remote teaching in one of the most disrupted academic semesters in decades. Students transitioned with their professors into one of the most unprecedented shifts in academia that has ever been accomplished by going completely online in a matter of weeks. The term Emergency Remote Teaching (ERT) was coined by the academic community early on to signify the contrast between the quick transition of face-to-face courses to an online platform and a high-quality online education. Expectations for educator traits in this unprecedented time included flexibility, adaptability, and a willingness to meet students where they can. With lack of shared governance, institutional administration required faculty to attend professional development trainings and design to develop new online courses to transition their ERT to quality online courses during the 2020 summer months. In this phenomenological dissertation study, seven community college faculty members express their experiences in the efforts they made in transitioning their ERT courses to quality online courses. This study revealed what components of the professional development were impactful and prompted lasting change, and what lessons were learned that should be avoided.

Due to the COVID-19 pandemic, emergency remote teaching in higher education institutions across Turkey in 2020 has become mandatory as of March. Emergency remote teaching practices added new applications for most of the instructors such as virtual classroom, online teaching, distance evaluation; those revealed different opinions based on experience on the positive and negative aspects and quality of the applications. This research was conducted to evaluate all these experiences held at a state university with a distance education center and a distance education database system but having only limited experiences on online courses before the emergency remote teaching in Turkey. The data set of the study was composed of the opinions of a group of instructors who participated in the distance teaching process for the first time and the official correspondence and reports made to organize, manage and evaluate the process during the first period of emergency remote teaching. The research is a qualitative case study where data obtained from different data sets are analyzed comparatively, inductively, and deductively. The results of the research show that within the scope of emergency remote teaching, the regulations regarding the application content in different faculties of the university should be differentiated, and this can be partially met during the emergency distance education process. In the context of effective and efficient use of the emergency remote teaching process, positive/negative situations have been experienced in terms of adapting to the database used in the teaching process, adapting existing teaching approaches, measuring and evaluating learning outcomes, and ensuring the participation of students in all these. Although instructors generally consider distance education as more student-centered practices and find the opportunities, it will provide positive in this context, but the effect of compulsory emergency remote teaching on learning outcomes was uncertain. Some suggestions are presented for the efficacy, effectiveness, and efficiency of the implementation.

The outbreak of the COVID-19 pandemic came with a lot of disruptions which saw so many organisations and institutions shut down. Part of the changes brought about by the pandemic was the closure of educational institutions globally, thereby forcing the migration to emergency remote teaching and learning. Whilst some nations grappled with the challenges associated with this shift in the mode of teaching and learning, others tapped into the opportunities inherent in it. This study located in the interpretive paradigm employed a qualitative case study design that explored lecturers’ reflections on emergency remote teaching and learning at a university in South Africa during the intense stages of the COVID-19 pandemic. The Technology Acceptance Model was employed as a lens to make meaning of how lecturers perceive emergency remote teaching and learning in the science and technology cluster. The sample for the study consisted of nine participants, recruited from Science and Technology cluster, representing Biological/Life Sciences, Natural Sciences, Physical Sciences and Technology Education faculties. The sample was selected through purposive and convenience sampling. Findings from the study revealed both challenges and opportunities for emergency remote teaching and learning. The challenges identified included, lecturers’ lack of readiness, students’ internet-related issues, and inability to execute practical tasks online. The positive aspect included improved skills in the use of ICT and diverse online platforms for both lecturers and students. Based on the findings, the study recommends that students, especially those from disadvantaged backgrounds be provided with the necessary ICT infrastructure to ensure their effective participation in online learning. Keywords: COVID-19, Emergency Remote Teaching and Learning (ERTL), lecturers; reflections; South Africa

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASB-E's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.

For residential universities, the COVID-19 pandemic in the 2020 academic year necessitated the suspension of in-person lectures and a swift transition of classes and other in-person activities to emergency remote teaching (ERT). This included the academic module mentoring programme, cognisant of the potential challenges experienced by first-year students during a period of ERT. The role of an in-person module mentoring programme before ERT was only to provide academic support to first-year students within an introductory financial accounting module to promote student success. This study investigated the role of an academic online mentoring programme for students in an introductory financial accounting module during ERT. A web-based survey was conducted to source the perceptions of both mentors and mentees who participated in an introductory module academic mentoring programme both before and during ERT to analyse whether the role of the academic module mentoring programme had shifted beyond that of academic support in an ERT environment. While academic support remained at the forefront as the main perceived benefit of the online mentoring programme, with the transition to ERT, the findings of this study illustrate an altering role that is more inclusive of additional psychological and peer support and engagement perceived benefits for first-year students who participated in an academic mentoring programme for students in an introductory financial accounting module during a period of ERT. Understanding student perceptions of the value derived for first-year students from an academic online mentoring programme is important in understanding first-year student needs and to provide relevant and applicable training to first-year students to promote student success during ERT. The findings of this study provide insight to institutions and in considering the addition of academic interventions such as offering academic online mentoring programmes during ERT and highlight the perceived value-add from both a mentor and mentee perspective.

English is one of the languages that are used in universal and the important thing to all people learnt nowadays. As an EFL learner learning English is not easy especially in a pandemic situation. The students cannot study face to face and should change into emergency remote teaching. In doing the online learning the students find difficulties such as they have a limited time in learning. The aimed of this study is to explore the anxiety level of students and teachers in learning English during emergency remote teaching. Therefore, study through online learning is a new thing for them. The method of this study was quantitative to collect the data. The data was done by doing the survey and giving a questionnaire that was develop based on FLACS. The participants of this study are 183 students of 10th grade and 4 teachers of English language in vocational high school in Bangli. The result of this study showed that the students’ anxiety was mildly anxious or it can be indicated as a moderate level of anxiety and for the teachers was relaxed or it can be indicated as a low level of anxiety. It can be concluded that the students in learning English not enjoyed but not nervous it is in the middle. For the teacher, they really relaxed in teaching English during the emergency remote teaching.

Job satisfaction among teachers plays a crucial role in their ability to teach effectively. Hence, this study assessed the higher education faculty’s level of job satisfaction and teaching effectiveness in emergency remote teaching in one state university in Batangas Province, Philippines. By employing the correlational type of descriptive research with a self-made questionnaire and secondary data, this study found out that the faculty members are highly satisfied on their job during emergency remote teaching and majority of them have very satisfactory teaching effectiveness as evaluated by their students. Further, significant relationship exists between the respondents’ assessed level of job satisfaction and their teaching effectiveness. Consequently, this study offered course of action requiring the involvement of various authorities and ensures a collaborative approach towards achieving the stated objectives and expected outcomes.

The strike of COVID-19 pandemic has affected various sectors tremendously, including the education sector around the globe. This situation has forced the closure of most educational institutions, which include higher learning institutions. Since the Movement Control Order announcement, most teaching and learning processes in higher learning institutions were transferred online. The shift to online learning brings different challenges for teachers in higher learning institutions, including English teachers, regarding technological skills and assessment. In this study, the researchers adopted a multiple case study to explore the strategies of 34 English teachers from nine universities in Malaysia, Indonesia and Maldives to overcome the challenges during Emergency Remote Teaching and Learning. The data was collected through focused group interview sessions, individual open-ended responses via Google Forms and Whatsapp discussion threads. The recorded sessions were transcribed verbatim and analysed using NVIVO software to identify the common categories and themes. The findings showed that the teachers of English overcome problems concerning their technological skills by seeking help from their colleagues, attending courses, training and webinars and choosing suitable platforms for online learning, also conducting better online assessments. The faculty could also provide more webinars, online training, and courses to help teachers to perform better during online learning. This study is believed to shed some light on aspects that need to be considered while planning and executing a meaningful ESL online teaching and learning experience in higher learning institutions, particularly in developing countries.

University of Ibadan, Nigeria’s premier university commenced emergency remote teaching (ERT) in February 2021 in other to control the spread of Covid-19. After a full session of learning through this mode, this paper investigated determinants of undergraduate students’ satisfaction with the institution’s ERT. Proportional-to-size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire and data were collected on the factors—attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use); and cognitive engagement. Findings showed that all the variables except accessibility had significant relationships with students’ satisfaction. However, only motivation to learn (β = 0.140, p = 0.019) and cognitive engagement (β = 0.154, p = 0.005) were significant predictors of students’ satisfaction with the ERT. The study emphasized the need for the institution to take steps towards ensuring that online learning is interesting and motivating for students, such that when faced with such abrupt change in learning mode in the future, students are motivated to learn and are willing to invest their mental effort into understanding their academic work, which may ultimately improve their satisfaction with the learning process.

Background Medical education is a continuously evolving field that requires faculty members to engage in ongoing professional development to maintain high-quality instructions. Faculty development programs at medical education department of medical colleges play a critical role in equipping educators with the necessary skills to address the dynamic challenges of medical education. However, the effectiveness of such programs is contingent upon accurately identifying faculty training needs. This study aimed to conduct a comprehensive need assessment survey to determine the specific areas where faculty members require further development in order to improvise their teaching skills. Methods The study was conducted at College of Medicine, King Faisal University, Al-Ahsa. A structured google survey was designed and developed to assess faculty training needs across various competencies, including teaching methodologies, clinical instruction, curriculum development, and educational research. Faculty members were asked to rate the importance of each competency and indicate their need for additional training. The survey was distributed to all faculty members of college of medicine, King Faisal University, Al-ahsa by email. 41 faculty members across different departments, including Surgery, Biomedical Sciences, Clinical Neurosciences, and Obstetrics and Gynecology responded to the survey. Data collection was conducted over one month, and responses were analyzed using descriptive statistics. Results The survey yielded responses from 41 faculty members, with Assistant Professors constituting 70% of the participants. The highest departmental representation was from Biomedical Sciences (35%) and Surgery (25%). Teaching in large and small groups received the highest mean importance rating (4.5), followed by facilitating and managing learning (4.3). The most frequently reported areas requiring additional training included large group teaching (65%), assessment and learning (60%), and educational research (55%). Faculty members recommended regular workshops on teaching methodologies, educational research, and statistical analysis, with an emphasis on accreditation of training sessions through relevant health authorities. Discussion The findings highlight the critical need for faculty development in large group teaching, student assessment, and educational research. The increasing role of technology in medical education was also evident, as faculty members expressed a need for training in e-learning platforms. Need assessment surveys provide valuable insights for tailoring faculty development initiatives; however, their limitations must be acknowledged. Surveys may not capture all faculty challenges due to reliance on self-reported data, potentially leading to a narrow focus on training programs. To address these limitations, institutions should integrate qualitative methods such as focus groups and peer mentoring to supplement survey findings. The integration of interdisciplinary faculty development initiatives has the potential to augment collaborative efforts and elevate the quality of educational experiences. Conclusion: This need assessment survey provides essential insights into the training needs of faculty members, emphasizing the importance of structured and targeted faculty development programs. While need assessment surveys serve as a foundational tool for shaping faculty training initiatives by the Faculty Development Committee, Medical institutions must adopt a multifaceted approach that includes qualitative insights and collaborative strategies to ensure comprehensive professional development of faculty members and other staff. By fostering an inclusive and dynamic faculty development culture, medical institutions can enhance teaching effectiveness and improve overall educational outcomes. The study helped a lot in development of annual faculty training need for the college of medicine, King Faisal University, Al-Ahsa BJMS, Vol. 25 No. 01 January’26 Page : 297-304

Introduction. In the wake of the Coronavirus disease (COVID-19) pandemic, universities around the world had been forced to urgently switch to emergency remote teaching (ERT) to ensure the health safety of students and staff. This situation revealed various problems, e.g., insufficient level of information infrastructure, the lack of online resources for learning, and the unwillingness of instructors to use digital educational platforms. The aim of this survey study was to explore how undergraduate students of language education programs in Russia perceived the process of transition to the ERT amid the COVID-19 pandemic and the corresponding difficulties and benefits. Materials and methods. The task force (inclusive of the two authors of this paper) of the Kalmyk State University developed the questionnaire “Attitudes of students to emergency remote teaching,” which was used in an online survey of 98 undergraduate students enrolled in five language education programs. The survey response rate was calculated to eliminate the non-response bias. Visualization of the obtained data was conducted using donut and pie charts, as well as a line graph. Results. It was found that 52,93% of the surveyed students had a positive impression about their learning amid the ERT. At the same time, the shift to the ERT reportedly did not alter the ideas about education among 47,90% of the respondents. If they were given a choice, 49,68% of the students would like to have a mix of synchronous and asynchronous learning. About 60% of the surveyed students noted that most instructors were proficient in technology at a level sufficient for effective remote teaching. More than half of the respondents (57,17%) named technical issues, e.g., Internet speed, poor connection quality, as major difficulties during the ERT. Among the advantages were named the opportunity to study in a comfortable environment (48,52%), saving time and money on commuting (43,84%), expansion of available resources and tools (43,02%), inter alia. The most popular answers regarding disadvantages of the ERT are the lack of student life and personal communication with other students (39,37%) and a large amount of independent work (32,62%). Conclusion. Language students in Russia were mostly positive about emergency distance teaching. Difficulties during emergency distance learning were related to low self-regulation, the unreliable nature of technology, and the lack of a suitable learning environment. The psychological difficulties the students encountered during this time may have interfered with their socialization and require further consideration in research.

The pandemic due to the new coronavirus transformed people's lives. In order to mitigate the impact of the virus dissemination, schools and universities were closed. And to minimize the impact on the educational environment, the presential classes were replaced by distance education. The problem of this article refers to the identification of aspects positive and negative resulting from the emergency remote teaching (ERT). Thus, this article aims to conduct an exploratory research on the ERT, through interviews with teachers of the public education of Paraiba, Brazil. The methodological procedure was subdivided into three stages: definition of the sample; development of script and conducting interviews with 15 teachers; and compilation of information and Content Analysis, according to Bardin (2011). Some positive aspects of remote teaching were mentioned: more time with the family and flexibility to perform the activities anywhere. Among the negative aspects identified: the process of readaptation to ERT and the absence of organizational support. According to the present study, it can be concluded that the ERT was important to keep the educational process active and brought positive impacts on the quality of life of teachers. However, the ERT increased the workload and negatively impacted the teachers' quality of life.