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The Difference Between Emergency Remote Teaching and Online Learning
Abstract
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.
... According to Hodges et al. (2020), to conceive, plan, arrange and deliver an online academic course requires at least from six to nine months. Before the Covid-19 pandemic almost all the educational institutions around the world offered traditional face-to-face courses but the sudden transition to distance learning imposed by the health crisis did not allow time to rethink those courses. ...
... Consequently, the distance learning which was largely adopted by universities on account of the hurried change of education approach imposed by the COVID-19 pandemic, cannot classify as online learning. Hodges et al. (2020) first named this type of learning as Emergency Remote Teaching (ERT) and their proposal has been widely used in the scientific literature on this issue (Bond et al., 2021;Bozkurt & Sharma, 2020;Colclasure et al., 2021;Misirli & Ergulec, 2021). ...
Research on concerns about Emergency Remote Teaching has focused on teaching and management strategies, with some studies considering learners’ satisfaction, reactions, learning and overall acceptance. The present case study, based on a survey on 3,183 undergraduate and postgraduate learners, aimed at investigating engineering students’ self-reported experiences of the Emergency Remote Teaching. It identified the empirical factors characterising such experience and the predictors of the students’ responses. Moreover, it focused on their reaction to the innovation in teaching and learning methodologies in an extreme scenario. Quantitative methods, like confirmatory factor analysis and factorial ANOVA, were adopted to analyse data. Our findings highlighted that engineering students assessed their overall online learning experience of Emergency Remote Teaching slightly negatively. This evaluation concerned their opinion about three factors which achieved different assessment. These results did not appear to depend on the learners’ gender or their educational level of degree study, while the academic year of attendance seemed to influence their opinion on teaching. Moreover, the change in the learning approach experienced in the passage from bachelor to master’s programmes was discovered to be a further predictor which might be more critical for females than males. Finally, implications for policy makers and higher education institutions for online learning in the post-pandemic scenario are discussed.
... Research supports the benefits of in-person discussions for facilitating interdisciplinary learning, emphasising the importance of face-to-face interactions in fostering a collaborative and engaging social learning environment (22). Adopting blended learning approaches that combine in-person and online elements, based on Universal Design for Learning (UDL) principles, could enhance interdisciplinary engagement in higher education pertaining to health professions (23). This strategy would create inclusive learning environments where all students, regardless of learning preferences or physical location, can effectively engage with interdisciplinary content, preparing them for diverse roles in healthcare. ...
... Effective interdisciplinary education requires intentional curriculum design that bridges disciplines, a sentiment echoed by Repko et al. (28). Institutional challenges to interdisciplinary learning can be addressed by creating environments that enhance interdisciplinary coordination and communication, such as new interdisciplinary centres and targeted research funding (23). ...
Interdisciplinary learning is essential for equipping future health professionals to tackle the complexities of contemporary public health. This mixed-methods study investigates the experiences and perspectives of undergraduate public health students in Singapore on interdisciplinary learning in higher education and employed a convergent parallel design by combining a cross-sectional survey with in-depth interviews. Quantitative data were used to assess the relationship between students’ exposure to interdisciplinary learning and its perceived value, while qualitative analysis explored key themes related to facilitators and barriers. Among 52 survey respondents and 11 interview participants, nearly half regularly engaged in interdisciplinary learning. Students with greater exposure to interdisciplinary experiences demonstrated more positive perceptions. Facilitators identified included career development opportunities, faculty engagement, and diverse learning experiences. Barriers such as disciplinary disconnects and the challenge of managing varied skill sets were also highlighted. This study provides valuable insights into interdisciplinary learning in higher education pertaining to public health, particularly within the context of health professions training. The findings suggest that enhancing curricular design, integrating interdisciplinary approaches more effectively, and increasing faculty support can address identified barriers and better prepare students for the demands of their future public health careers.
... Más de 1500 millones de personas vinculadas a este sector se han quedado sin la posibilidad de acudir a clases presenciales (Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO], 2020). Como consecuencia y sin que pudiera preverse, en los distintos niveles educativos, incluidas las universidades, fue necesario migrar desde la presencialidad habitual a la modalidad virtual, ante lo cual surgieron diversas dificultades y desafíos (Hodges et al., 2020;Palomo et al., 2022). ...
... Los aspectos con más baja valoración por los estudiantes fueron la autopercepción en el aprendizaje online y el carácter participativo del proceso de aprendizaje. Estos resultados son consistentes con investigaciones recientes sobre la necesidad de considerar a los agentes claves de los procesos de enseñanza y aprendizaje en procesos evaluativos y de calidad de la formación remota (Marciniak & Gairín Sallán, 2018); así como la necesidad de generar metodologías activas que favorezcan la interactividad y colaboración como base para su desarrollo (Silva Quiroz & Maturana Castillo, 2017), siendo importante también avanzar a espacios de co-construcción de evaluaciones que consideren diversidad de métodos que integren autoaprendizaje y co-evaluaciones (Tejada Fernández & Ruiz Bueno, 2016); sobre todo, conforme a la diferencia generada en pospandemia entre el aprendizaje de emergencia y la educación online que se proyecta (Hodges et al., 2020). ...
La investigación tuvo como objetivo principal analizar la educación remota en pandemia experimentada por estudiantes universitarios hispanohablantes de 9 países, mediante la aplicación de un Cuestionario de Aprendizaje Remoto en Educación Superior. El análisis factorial del instrumento, aplicado a 1136 universitarios hispanohablantes, identificó cinco dimensiones: Satisfacción por los principios didácticos y éticos, Autopercepción en el aprendizaje, Diversidad y colaboración en la evaluación, Condiciones materiales, Interés de los docentes por el bienestar de los estudiantes. Todos los factores correlacionaron positivamente con la participación de los estudiantes. La percepción de plagio y copia es menor si hay mayor satisfacción con los principios didácticos y éticos de la educación y alta autopercepción de aprendizaje. Alta presencia de emociones positivas, mejora percepción del proceso educativo, participación e integridad académica. Los hallazgos permiten re-pensar la educación pospandemia
... As limitações e o baixo impacto das políticas e outras iniciativas, destinadas à Reconfiguração Digital das escolas e redes de ensino, tornaram-se ainda mais explícitas com a adoção compulsória do Ensino Remoto Emergencial -ERE (Hodges et al., 2020) durante o contexto pandêmico. Entende-se esse processo como resultado da confluência de forças produzidas pelas políticas públicas no sentido de garantir a incorporação das tecnologias digitais, de forma orgânica e contínua, nos diferentes contextos e processos de aprendizagem, vinculados à cultura escolar. ...
As limitações e baixo impacto das políticas e outras iniciativas, destinadas à Reconfiguração Digital das escolas e redes de ensino, tornaram-se mais explícitas com a adoção compulsória do Ensino Remoto Emergencial – ERE durante o período pandêmico. Diante desse cenário e percepção, este estudo é parte de uma pesquisa sobre o processo de Reconfiguração Digital das escolas a partir dos movimentos de adequação e potencialização das redes municipais de ensino, tendo como contexto mobilizador o ERE. Nessa conjuntura, o artigo tem como objetivo analisar contextualmente o ERE a partir de percepções de professores considerando como campo de intervenção e análise a Rede Municipal de Ensino do Paulista, em Pernambuco. As opções metodológicas adotadas envolveram questionários digitais, enquanto instrumentos de coleta, aplicados a partir da mobilização de equipes gestoras, que garantiram disponibilização por mídias digitais oficiais, com a intenção de potencializar o alcance e garantir a consistência da amostra. Diante dessa contextualização, pavimenta-se viés teórico pelos Estudos Culturais, à medida que explicita-se o modus operandi da condução do movimento metodológico que posteriormente é amparada e refletida através de criticidade em resultados e discussão ancorados em percepções docentes sobre o ERE e indicativos para formulação de políticas públicas futuras. Como resultados destacamos, a partir da percepção docente, as limitações pedagógicas das estratégias adotadas, subutilização de recursos tecnológicos digitais e aderência dos profissionais aos movimentos de formação e acompanhamento. Indicativos de que, apesar dos esforços emergenciais, as experiências construídas não possuíram a força necessária para contribuir na reconfiguração digital da rede de ensino.
... Há de se esclarecer que, nesse tocante, o cenário apresentado é completamente avesso àquele antes já assegurado pelo órgão regulador da educação no país. De acordo com Charles Hodges et al (2020), a oferta improvisada das disciplinas curriculares deve ser entendida como ensino remoto de caráter emergencial. ...
Com o propósito de obter êxito no processo de ensino-aprendizagem frente aos desafios em tempos de crise em virtude do da pandemia do novo coronavírus (SARS-CoV-2) e a doença por ele causada, o Covid-19, em que a sala de aula se torna um lócus de potencial contágio, teve-se de forma emergencial uma transformação na forma de ensinar. Tal fato traz consigo a necessidade de utilizar metodologias ativas e significativas, fundamentadas nos princípios da pedagogia interativa, trazendo à tona o estudante como protagônico, por meio de experiências sentidas e vividas. Com base nessa premissa, a presente pesquisa tem como objetivo analisar o uso de metodologias ativas como estratégias de conhecimento no processo de ensino e aprendizagem em tempos de crise. Para alcançar o objetivo proposto, realizou-se uma pesquisa de natureza exploratória, descritiva, configurando-a como de abordagem qualitativa. Em relação à coleta de dados, adotou-se a pesquisa bibliográfica na obtenção de dados primários e a aplicação de questionário para os dados secundários. Com esse estudo, concluiu-se que foram necessárias e imprescindíveis mudanças na forma de ensino-aprendizagem em tempos de crise, utilizando as ferramentas tecnológicas como suporte, protagonizando o aluno, permitindo formas diferenciadas na busca de conhecimentos, sendo esse, o “novo normal” no âmbito educacional.
... Guiamalon et al. (2021) Teachers must keep on improving their strategies and provide adequate measures to satisfy the learner's needs in this distance learning, including creativity in making modules or activities. Hodges et al. (2020) also stated that many educators are forced to develop affordable online learning solutions due to current health issues. The teachers are looking for all the solutions or ways; however, they set themselves what is required and expected from them. ...
... Household technologies like mobile phones, radios, laptops, and televisions can connect families to their local educators and to wider networks of educational resources. Digital tools like learning management systems, social media platforms, and videoconferencing technologies, can bridge learning experiences and connect people across schools, homes, and places of refuge, providing continuity in times of uncertainty [6]. ...
As average global temperatures rise and extreme weather events become more common, schooling will be interrupted with greater frequency, for longer durations, in places without prior histories of disaster preparedness. Throughout the pandemic, educators developed a range of strategies for maintaining learning even when school buildings were inaccessible. These approaches included using outdoor spaces, supporting home-based learning, facilitating online learning, and adjusting class sizes and schedules. We call these approaches pedagogies of adaptability , and they will become increasingly important in an overheating world. To prepare for an uncertain future, schools and communities should develop local pedagogies of adaptability, ensure universal connectivity, prepare curriculum and policies for interruptions to learning, embrace critical approaches to technology adoption, and invest in social welfare and well-being for youth and families.
This paper examines physical science teachers’ views and experiences on professional devel-opment and digital technology integration for teaching content specific. Using a qualitative ap-proach and case study design embedded in the technological pedagogical content knowledge (TPACK) model and concerns-based adoption model (CBAM), this article reports on how physi-cal science teachers from technologically resourced schools perceive their preparation to use technology during professional development. Four participants with more than three years teaching experience of physical science were selected for data collection. Data was collected through semi-structured interviews and was thematically analyzed. The key findings of the study indicate that inadequate digital technology professional development leads to teachers’ unpreparedness which tremendously influences the extent of using technology for teaching in physical science content. The paper recommends the need for ongoing professional develop-ment of physical science teachers on the use of digital technology to teach specific content. Based on the existing literature, the principles of effective professional development can be used to narrow inequalities in developing countries such as Lesotho. The paper recommends future research to investigate the maximum effectiveness of technology integration in other subjects as to improve teaching and learning in developing countries such as Lesotho.
Objective: This study explores how community college faculty adjust their instructional approaches and student supports amid the COVID-19 pandemic. Method: This research drew on a basic qualitative approach to analyze 18 semi-structured interviews with faculty teaching math or math-heavy courses at two institutions. Results: Our findings add to the research literature on community college students’ learning experiences, faculty teaching practices, and emergency remote teaching. Our analysis revealed five themes: (a) Community college faculty ensured and maintained continuity and minimized disruptions in student learning; (b) they humanized teaching and student support without centering their personal struggles; (c) they deepened community building to foster a sense of connection among students; (d) they empowered students in both mindset and practices to keep them engaged; and (e) they viewed the crisis as a learning opportunity to inform future instructional approaches and student services long after the pandemic. Contribution: Our study reveals a change model that captures the holistic and humanizing nature of faculty efforts to inform the future of teaching and learning in community colleges. In addition, our findings unveil some of the most critical components for faculty and institutions to consider when preparing for future crisis management and preparation.
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