ABSTRACT
Introduction. Emergency remote teaching (ERT) is meant to be a temporary shift from the normal modes of contact teaching. Such transition was imposed during the global pandemic in the spring of 2020, and higher education was required to shift entire curricula online in an attempt to curb the spread of the virus while maintaining continuity of its services. The disruptive overnight change and conversion of entire courses to ERT caused concerns, not only to the educators but also to the students who had little time to adapt to the new circumstances. Aim. The aim of the study was to examine student perceptions with regard to remote teaching during the global pandemic COVID-19. Moreover, the study aimed to identify attributes, which students deem as the most important during emergency remote teaching. Methodology and research methods. This mixed-method case study expands earlier research addressing those concerns, and adds to the body of knowledge by investigating how ERT is currently – during the second year of the pandemic – perceived by undergraduate students in Northeastern Thailand. Responses from a self-administered survey were collected and analysed (n = 363). Based on descriptive analysis, it was decided to conduct 12 unstructured interviews to investigate particular findings more thoroughly. An importance-performance rating matrix was used to determine the perceived satisfaction by the undergraduate students. Results and scientific novelty. The study identified that the students largely view ERT as inferior compared to traditional classroom teaching. Students claimed both lack of social interactions with peers and inability to seek academic support as the primary reasons. This study informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Practical significance. The current research presents the recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues. © 2022 Russian State Vocational Pedagogical University. All rights reserved.
ABSTRACT
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 alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances. Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. © 2021 Russian State Vocational Pedagogical University. All rights reserved.