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Journal of Educational Studies and
Multidisciplinary Approaches (JESMA)
www.jesma.net
Contactless Higher Education:
A SWOT Analysis of Emergency Remote
Teaching and Learning during
COVID-19
David Santandreu Calonge 1
Melissa Connor 2
Patrik Hultberg 3
Mariam Aman Shah 4
Pablo Medina Aguerrebere 5
To cite this article:
Santandreu Calonge, D., Connor, M; Hultberg, P; Shah, M. A & Medina-Aguerrebere, P. (2022).
Contactless Higher Education: A SWOT Analysis of Emergency Remote Teaching and Learning
during COVID-19. Journal of Educational Studies and Multidisciplinary Approaches (JESMA),2
(1), 17-36. https://doi.org/10.51383/jesma.2022.22
Journal of Educational Studies and Multidisciplinary Approaches(JESMA) is an international
scientific, high quality open access, peer viewed scholarly journal provides a comprehensive range
of unique online-only journal submission services to academics, researchers, advanced doctoral
students and other professionals in their field. This journal publishes original research papers,
theory-based empirical papers, review papers, case studies, conference reports, book reviews,
essay and relevant reports twice a year (March and October) in online versions.
1
Dean, Canadian University Dubai, dsantandreu@yahoo.com
2
Academic Director, The University of Adelaide, melissa.connor@adelaide.edu.au
3
Professor, Kalamazoo College, Patrik.Hultberg@kzoo.edu
4
Dr., Lancaster University, shahmariamaman@gmail.com
5
Assistant Professor, Canadian University Dubai, pmpelz@hotmail.com
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
Volume 2, Issue 1 Year 2022 ISSN:2757-8747
18
Contactless Higher Education:
A SWOT Analysis of Emergency Remote Teaching and Learning during COVID-19
8758-0101-0003-https://orcid.org/0000
David Santandreu Calonge
0069-0927-0003-https://orcid.org/0000 Melissa Connor
Patrik Hultberg https://orcid.org/0000-0001-9514-8996
Mariam Aman Shah https://orcid.org/0000-0003-2633-196X
Pablo Medina Aguerrebere https://orcid.org/0000-0002-5882-9298
ARTICLE INFORMATION
Original Research
DOI:https://doi.org/10.51383/jesma.2022.22
Received 13 May 2021
Revision 25 May 2021
Accepted 27 May 2021
ABSTRACT
The COVID-19 pandemic forced many higher education
institutions to suddenly pause in-person teaching and
learning in favor of Emergency Remote Teaching and
Learning (ERTL). Strict social distancing measures
required institutions to offer courses, programs, and
services without any direct contact between students,
faculty, and staff; higher education created a contactless
teaching and learning environment. This exploratory
study analyses various applications of ERTL through a
systematic literature review using the Preferred Reporting
Items for Systematic Reviews and Meta-analyses
(PRISMA) guidelines. The results from the review of the
literature are presented through a Strengths, Weaknesses,
Opportunities, and Threats (SWOT) analysis for students,
faculty, and the institutions.
Keywords: Contactless, higher education, SWOT analysis, emergency remote teaching and learning
Copyright: © 2021 (Santandreu Calonge, D., Connor, M; Hultberg, P; Shah, M. A & Medina-Aguerrebere, P)
This is an open access article distributed under the terms of the Creative Commons Attribution License, which
permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source
are credited.
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
Volume 2, Issue 1 Year 2022 ISSN:2757-8747
19
Introduction
The immediate impact of the COVID-19 pandemic on higher education was drastic, but the question
remains whether the many changes will persist into the future. In particular, will the sudden shift in
2020 to Emergency Remote Teaching and Learning (ERTL) transform higher education? Clearly,
COVID-19 has already become one of the greatest disruptions to the higher education landscape and
can be considered as an educational punctuated equilibrium event. The global health crisis has affected
almost all facets of teaching and learning, and the crisis has in effect lead to the “the biggest distance-
learning experiment in history” (Kamenetz, 2020). The abrupt impact, as well as the potential future
impact, on higher learning warrant careful study of the benefits and drawbacks of ERTL.
The phrase Emergency Remote Teaching and Learning is used in the literature to describe a rapid and
unplanned need to shift what would normally be face-to-face teaching to online teaching. This
“emergency” online teaching is distinct from online teaching, which has an established pedagogy with
characteristics of being planned, deliberate in course design and, in essence, always designed to be
delivered online (Bozkurt & Sharma, 2020). ERTL thus describes the sudden move and quick
adaptation of content planned for face-to-face delivery to a remote online delivery due to an “event”
such as a natural disaster or during a global pandemic. Once the “event” is over, it is expected that
teaching activities will revert back to the intended face-to-face mode. This “quick adaptation” is seen
across all facets of teaching, from course design through assessment (Shisley, 2020). The COVID-19
global pandemic thus caused swift and necessary action to be taken by management and teaching staff
at higher education institutions in order to facilitate the delivery of remote teaching to students who
could no longer be in the classroom, rather than representing a planned, deliberate switch to long-term
online teaching (Vlachopoulos, 2020).
Due to the speed of change, ERTL has revealed a need for teaching staff to proactively engage in self-
learning to get a grasp on the fundamentals of how to best teach online (Langford & Damsa, 2020;
Hodges, Moore, Lockee, Trust & Bond, 2020). This is important since teaching staff report that they
are not feeling confident in implementing remote teaching due to the lack of opportunities to access
professional development and dedicated time to build confidence in the use of digital learning tools
(Mohmmed, Khidhir, Nazeer & Vijayan, 2020; Flores & Gago, 2020). However, the move to ERTL
may also have created a “culture-change moment” (Watermayer et al., 2020) as unprepared academics
struggled to work out how to quickly, efficiently, and fluently use educational technology, such as
Learning Management Systems, online resources, and digital tools to teach, assess, and engage students
in an unfamiliar environment, with, often, initial minimal support.
The abruptness of the move to Emergency Remote Teaching and Learning has not only affected
universities and educators, but also impacted students across the globe. It has been reported that “more
than 1.5 billion students” had been prevented from attending physical education environments as a
direct result of the pandemic (Bae & Chang, 2020; Strauss, 2020). In fact, all the services traditionally
offered by higher education institutions have been affected, leading to a new off-campus experience
that can be contrasted with the traditional on-campus experience. Again, what began as a required
temporary shift towards online education is now poised to have a lasting impact on the future of higher
education. The immediate necessity for contactless environments and a new off-campus experience,
with potential strengths and weaknesses, may now provide both opportunities and threats to faculty,
students, and entire institutions of higher learning.
In order to explore the strengths, weaknesses, as well as potential opportunities and threats, this study
conducted a thorough review of the literature addressing issues related to the application of Emergency
Remote Teaching and Learning. The systematic literature review, using the Preferred Reporting Items
for Systematic Reviews and Meta-analyses (PRISMA) guidelines, initially identified 520 articles, from
which a total of 22 articles were retained after quality assessment. The review revealed important
themes that are presented through a Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis
for students, faculty, and the institutions.
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
Volume 2, Issue 1 Year 2022 ISSN:2757-8747
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Methods and Materials
Research Question
The study explores the general impact that the switch to Emergency Remote Teaching and Learning
(ERTL) during the COVID-19 pandemic had on the experience of students, faculty, and higher
education institutions. In particular, what strengths, weaknesses, opportunities, and threats do
Emergency Remote Teaching and Learning (ERTL) and an off-campus experience have compared to
an on-campus experience?
Procedures
Data collected from the literature were compared by adopting a thematic analysis approach. Once
themes were generated, they were collectively brought together and analyzed using a Strength,
Weakness, Opportunity, Threat (SWOT) framework. Disagreements between the reviewers were
resolved through discussion.
Search Strategy
A systematic literature review was undertaken to address the above research question, using a Preferred
Reporting Items for Systematic Reviews (PRISMA) approach (Figure 1), as advocated by Moher et al.
(2009). PRISMA provides a standard methodology that uses a comprehensive 27-item guideline
checklist. Articles in English published between December 2019 and September 2020 were searched in
the following electronic databases: ERIC, Education Research Abstracts Online (ERA), JSTOR,
MERLOT, Scopus and Google Scholar. Various combinations of the following keywords were used
(boolean operators “AND” and “OR” were also used to separate the keywords): “university off-campus
experience COVID 19,” “Emergency Remote Teaching,” “global crisis emergency remote teaching,”
“teaching during pandemics,” “Emergency Remote Teaching COVID 19 campus experience,” “off-
campus experience COVID,” Distance Education COVID 19.”
Selection of Studies
All studies (randomized and non-randomized) describing both ERTL and any off-campus experience
in Higher Education (at undergraduate and postgraduate levels) during COVID-19 were included
regardless of methodology, context, or discipline (including reviews). The articles were initially
screened by title, then by abstract, and finally by text. Duplicates were removed using EndNote. Articles
were excluded for the following six reasons: full-text unavailability, text published before the set review
dates, non-peer-revised Op-Eds, text in languages other than English, text not specifically on emergency
remote teaching and learning or off-campus experience during COVID-19, and context being in primary
or secondary education.
Data Extraction and Quality Assessment
Data extraction was conducted by the first author and then checked by two additional co-authors.
Information was extracted using a form containing the following items: author, study design,
inclusion/exclusion criteria, aim, and time-period in which the study was conducted (December 2019-
September 2020), setting of the study/region, assessment instruments, outcomes, and conclusions. All
final quality assessments were done in duplicate and independently. Disagreements were resolved
through discussion and consultation with all authors. The Mixed Methods Appraisal Tool (MMAT) was
used to assess the eligibility of studies for inclusion in the review (Hong et al., 2018). The MMAT is
designed for systematic reviews that include qualitative, quantitative, and mixed-methods studies. Each
included study was rated in the appropriate category of criteria as either “Yes,” “No” or “Cannot tell,”
as shown in Appendix 1.
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After database screening and removal of duplicates, 493 articles were found which were considered
relevant. Of these, a total of 458 studies were excluded following an assessment based on the eligibility
criteria. Of the 458 eliminated studies, 123 articles were excluded because the title, keywords, or
abstract did not contain the themes relevant to this study. Another 100 were excluded due to no full text
being available. An additional 116 articles were excluded as they did not have Emergency Remote
Teaching and Learning or off-campus experience as an independent variable. Finally, 35 articles were
excluded if texts were published before the review dates, 15 were excluded because they were Op-Eds,
5 were duplicates of included studies, and 3 were in a language other than English. The remaining 35
articles were then assessed for eligibility and 6 additional articles were excluded for the following
reasons: three that focused on K-12 education, seven were descriptive opinion (academic) pieces in
Higher Education with no clear outcome or application of ERTL and three focused on teacher training,
but not specifically for emergency remote teaching.
Figure 1. PRISMA four-phase flow diagram
In the end, a total of 22 articles formed the dataset that was used to explore the research question of
what strengths, weaknesses, opportunities, and threats do Emergency Remote Teaching and Learning
and an off-campus experience have compared to an on-campus experience?
Ethical Considerations
As the authors of this article did a systematic qualitative review of the literature, Human Research Ethics
committee approval / Institutional Review Board approval were not sought. The authors acknowledge
however their own assumptions and biases. To minimize search bias for instance, the authors only
included published research that had undergone a peer-review process. The reader should bear in mind
however that the scope of this exploratory study was limited in terms of time, size and context.
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
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Findings
Before conducting the SWOT analysis on the information contained in the 22 included studies, the
study used open coding in a grounded theory method in order to categorize the information into
meaningful words or short phrases. The results from the open coding are provided in Table 1.
The emerging themes from the data included: flexibility, student performance, varied impact on
different types of students, accessibility, complexity, levels of preparedness, emotional impact/mental
health, assessment, innovation, workload, and professional development.
Table 1. Results from an open coding, emerging themes
Citation
Date
Title of article
Setting
Source
Themes
Hodges, C., Moore, S.,
Lockee, B., Trust, T.,
& Bond, A. (2020).
2020
The difference
between emergency
remote teaching
and online learning
United
States
Educause
Review
▪ Flexibility
▪ Stigma associated with online
learning and teaching
▪ Impact on learning due to speed
of change
▪ UDL principles
▪ Different levels of investment
▪ Different levels of
infrastructure
▪ Effective online education
▪ Emergency remote learning and
teaching
Bozkurt, A., &
Sharma, R. C. (2020).
2020
Emergency remote
teaching in a time
of global crisis due
to Corona Virus
pandemic
Turkey
Asian Journal
of Distance
Education
▪ Interruption of education
▪ Education institutions were
unprepared and vulnerable
▪ Complexity
▪ Pedagogy of care
▪ Concern for equity groups
▪ Emergency remote learning and
teaching
Alvarez, A. J. (2020).
2020
The phenomenon
of learning at a
distance through
emergency remote
teaching amidst the
pandemic crisis.
Philippines
Asian Journal
of Distance
Education
▪ Impact of ERLT on the student
experience
▪ Different levels of
infrastructure and access to
technology
▪ Pedagogy of care
▪ Emotional support
Whittle, C., Tiwari, S.,
Yan, S., & Williams, J.
(2020).
2020
Emergency remote
teaching
environment: A
conceptual
framework for
responsive online
teaching in crises.
United
States
Information
and Learning
Sciences
▪ Focus on method rather than
leaning goal
▪ Online learning facilitated
increased learner agency
▪ Emergency remote learning and
teaching environments
▪ Assessment and evaluation
Mohmmed, A. O.,
Khidhir, B. A., Nazeer,
A., & Vijayan, V. J.
(2020).
2020
Emergency remote
teaching during
coronavirus
pandemic: the
current trend and
future directive at
Oman
Innovative
Infrastructure
Solutions
▪ Reliable, fast response to crisis
▪ Unequal access to digital
technology and internet
▪ Opportunity for staff upskilling
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
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Middle East
College Oman.
Soria, K. M., Horgos,
B., Chirikov, I., &
Jones-White, D.
(2020).
2020
First-generation
students’
experiences during
the COVID-19
pandemic.
United
States
University of
Minnesota
Digital
Conservancy
▪ Negative impacts of COVID
▪ Financial hardship impacts on
students
▪ Unequal access to digital
technology
▪ Impacts on mental health of
students
▪ Housing insecurity
Gallagher, H. L.,
Doherty, A. Z., &
Obonyo, M. (2020).
2020
International
student experiences
in Queensland
during COVID-19.
Australia
International
Social Work
▪ Crisis intervention approach
▪ Impact on international
students
▪ Pedagogy of care
Regehr, C., & Goel, V.
(2020).
2020
Managing COVID-
19 in a large urban
research-intensive
university.
Canada
Journal of
Loss and
Trauma
▪ Disruption to learning and
teaching
▪ Sharing of resources
▪ Increased collegiality amongst
teaching staff
▪ New opportunities for student
employment
▪ Safety of students
▪ Academic uncertainty and
continuity
Raaper, R., & Brown,
C. (2020).
2020
The Covid-19
pandemic and the
dissolution of the
university campus:
Implications for
student support
practice.
United
Kingdom
Journal of
Professional
Capital and
Community
▪ Network capital
▪ Unequal access to digital
technology
▪ Changing nature of student
support services
▪ International students
▪ Students’ routine
Vielma, K., & Brey, E.
M. (2020).
2020
Using evaluative
data to assess
virtual learning
experiences for
students during
COVID-19.
United
States
Biomedical
Engineering
Education
▪ Experience of non-typical
students
▪ Flexibility in online course
design and delivery
▪ Changes to assessment
▪ Modes of delivery
▪ Pedagogy of care
George, M. L. (2020).
2020
Effective teaching
and examination
strategies for
undergraduate
learning during
COVID-19 school
restrictions.
Trinidad
and Tobago
Journal of
Educational
Technology
Systems
▪ Adaption to online teaching
▪ Modes of delivery
▪ Student performance
▪ Online course evaluations
Crawford, J., Butler-
Henderson, K.,
Rudolph, J., Malkawi,
B., Glowatz, M.,
Burton, R., ... & Lam,
S. (2020).
2020
COVID-19: 20
countries' higher
education intra-
period digital
pedagogy
responses.
20 countries
Journal of
Applied
Learning &
Teaching
▪ Rapid transition to online
teaching
▪ Equity
▪ Preparedness of universities to
handle change
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▪ Logistic challenges for
international students
Johnson, N.,
Veletsianos, G., &
Seaman, J. (2020).
2020
US faculty and
administrators'
experiences and
approaches in the
early weeks of the
COVID-19
pandemic.
United
States
Online
Learning
▪ Impact of disruption on staff
▪ Preparedness of universities to
handle change
▪ Rapid transition to online
teaching
▪ Rapid upskilling of staff to
online teaching
▪ Adaption to online teaching
Cheng, S. Y., Wang, C.
J., Shen, A. C. T., &
Chang, S. C. (2020).
2020
How to safely
reopen colleges and
universities during
COVID-19:
Experiences from
Taiwan.
Taiwan
Annals of
Internal
Medicine.
▪ Strategies for safe opening of
campus
▪ Policy lessons from COVID-19
Aucejo, E. M., French,
J., Araya, M. P. U., &
Zafar, B. (2020).
2020
The impact of
COVID-19 on
student experiences
and expectations:
Evidence from a
survey.
United
States
Journal of
Public
Economics
▪ Negative side effects of
COVID-19 on student
experience
▪ Impact on students
▪ Disruption
▪ Student response to online
learning
Marsicano, C., Felten,
K., Toledo, L., &
Buitendorp, M. (2020).
2020
Tracking campus
responses to the
COVID-19
pandemic.
United
States
APSA
Preprints.
▪ Academic responses to
COVID-19
▪ Online instruction
Sokhulu, L. H. (2020).
2020
Students’
experiences of
using digital
technologies to
address their
personal research
needs during the
COVID-19
lockdown.
South
Africa
African
Identities
▪ Adaptation to online
research/study
▪ Digital literacies
▪ Supporting the professional
identity in online learning and
teaching
▪ Student socialization
Assunção Flores, M.,
& Gago, M. (2020).
2020
Teacher education
in times of COVID-
19 pandemic in
Portugal: National,
institutional and
pedagogical
responses.
Portugal
Journal of
Education for
Teaching
▪ Rapid transition to online
teaching
▪ Emergency Remote Learning
and Teaching
▪ Innovation in teaching
▪ Opportunities for mentoring
Wotto, M. (2020).
2020
The future high
education distance
learning in Canada,
the United States,
and France:
Insights from
before COVID-19
secondary data
analysis.
Canada,
United
States,
France
Journal of
Educational
Technology
Systems
▪ Quality of online teaching
▪ Rapid transition to online
learning
▪ Digital learning
▪ MOOCs
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
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Donitsa-Schmidt, S., &
Ramot, R. (2020).
2020
Opportunities and
challenges: Teacher
education in Israel
in the Covid-19
pandemic.
Israel
Journal of
Education for
Teaching
▪ Rapid transition to online
learning
▪ Uncertainty
▪ Upskilling teaching staff
▪ Pedagogy guidelines for online
teaching
▪ Peer learning
Huang, R., Tlili, A.,
Chang, T. W., Zhang,
X., Nascimbeni, F., &
Burgos, D. (2020).
2020
Disrupted classes,
undisrupted
learning during
COVID-19
outbreak in China:
Application of open
educational
practices and
resources.
China
Smart
Learning
Environments
▪ Open educational resources
▪ Rapid transition to online
learning
▪ Upskilling teaching staff
▪ Guidelines for students
Pather, N., Blyth, P.,
Chapman, J. A., Dayal,
M. R., Flack, N. A.,
Fogg, Q. A., ... &
Morley, J. W. (2020).
2020
Forced disruption
of anatomy
education in
Australia and New
Zealand: An acute
response to the
Covid‐19
pandemic.
Australia,
New
Zealand
Anatomical
sciences
education
▪ Rapid transition to online
learning
▪ Changing role of teaching staff
▪ Increased workload
▪ Equity and access
▪ Curriculum and assessment
design
▪ Pedagogy of care
Discussion
The sudden adoption of Emergency Remote Teaching and Learning posed a number of challenges to
three key higher education stakeholders: students, faculty, and the institution as a whole. Although the
impact on the various stakeholders were often similar, each group was affected by the switch to ERTL
slightly differently. However, the results from the SWOT analysis (Table 2), based on the 22 included
studies, suggest that there are opportunities to learn from the rapid transition to online teaching and
learning that the COVID-19 pandemic required. As mentioned earlier, the global health crisis provided
an unprecedented “distance-learning experiment” (Kamenetz, 2020) and it is important to not waste this
learning opportunity. The need for a sustainable process which enables flexibility in design, use,
support, and access is integral in order to continually promote opportunities and counteract prominent
and persisting threats and weaknesses. These issues are discussed in the SWOT analysis section.
Table 2. SWOT Matrix
STRENGTHS
Students
1. Flexibility
2. Student performance (Many students adapt properly to this online context)
Faculty
1. Transition to ERTL has been frantic, but effective
2. Increased sharing of experience and collegiality
3. Development of several low technology solutions to support online instruction
Institution
1. Online instruction (Firm decisions of universities to develop online courses).
2. MOOCs (Many universities implemented MOOCs to adapt to the new context)
3. Guidelines for students (Universities developed and implemented guidelines to help
students adapt to this online context)
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WEAKNESSES
Students
1. Technical issues encountered almost on a daily basis
2. Technology was largely inaccessible
3. A lack of interaction may have affected student motivation and retention
4. First-generation students’ lack of adequate study spaces free from distractions and lack of
technology to attend virtual classes at scheduled times
5. Financial and emotional distress
6. Lack of emotional support
Faculty
1. Unfamiliarity with the technological tools and online pedagogy
2. Unfamiliarity with Emergency Remote Teaching and Learning
3. Challenges to adapt labs and hands-on learning activities to online environments
4. Online course evaluations (Difficult to implement online course evaluations)
Institution
1. Unpreparedness
2. Emergency Remote Teaching Environments (Some universities face logistic challenges
when implementing ERTL)
3. International students (Lack of efficient measures to help international students)
4. Logistic challenges for international students
5. Assessment and evaluation (Difficult to implement new evaluation systems for programs)
OPPORTUNITIES
Students
1. Flexibility for those with work/family responsibilities
2. Access to lecture-captured platforms
3. Opportunities for mentoring
4. Use of new teaching methods
5. Students’ routine (Students can implement new schedules and timings)
Faculty
1. Changing role of teaching staff
2. Capacity building and upskilling of teaching staff
3. Opportunities for mentoring and peer learning
4. Pedagogy of care
5. Increased opportunities for networking
6. More inclusive learning environments
Institution
1. Opportunity for innovation, the development of “best practice” in online pedagogy,
opportunity to grow their institutional online teaching capabilities
2. Effective online education
3. Opportunities to share resources with other institutions
4. Opportunities to better support faculty members
THREATS
Students
1. Isolation from spiritual, social and practical supports
2. Emotional support
3. Higher rates of mental health disorders/increased rates of anxiety
4. Financial hardship
5. Housing insecurity
Faculty
1. Increased workload
Institution
1. Infrastructure and investment disparities
2. Student safety (Difficulties to implement internal process for protecting students’ safety)
3. Academic uncertainty and continuity
SWOT Analysis
Students: Strengths and Weaknesses
Students identified the flexibility of remote teaching and learning as a major strength (Hodges et al.,
2020; Vielma & Brey, 2020; Crawford et al., 2020). Online teaching enabled students to engage with
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
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lectures and course materials asynchronously, without the need to commute, which had the benefits of
increased flexibility to fit study around other commitments such as part-time work and caring
responsibilities (Mohmmed et al., 2020; Vielma & Brey, 2020). Additionally, as teaching staff worked
rapidly to place learning online, students also reported benefits of being able to view resources multiple
times, at their own pace, such as re-watching a lecture or concepts video (Hodges et al., 2020; Crawford
et al., 2020; Vielma & Brey, 2020) which helped students retain information. For doctoral students, a
strength of online learning was an increased feeling of convenience of working from home and not
needing to travel to campus and the ability to connect with supervisors via video and increased
socialization via the use of digital tools (Sokhulu, 2020).
The most prominent and unanimous weaknesses were related to technology inaccessibility (Gallagher
et al., 2020), technical issues encountered almost on a daily basis to attend online classes synchronously
and the lack of direct interaction with peers and teachers which may have affected motivation levels
and retention. The lack of quiet spaces to study at home during confinement was also highlighted by
Soria et al. (2020). Finally, with universities and shops shutdowns, many international students were in
financial distress, left without any income, often generated by part-time jobs on campus or in the
community.
Faculty: Strengths and Weaknesses
Teaching staff felt that the transition to ERTL was done hastily; effectively, but in a rather frantic
manner. Adaptation to an online environment was challenging for many, as switching all courses,
teaching material, and programs online in a matter of days was daunting. The golden opportunity to
upskill in the principles of Universal Design for Learning (UDL), which is common to online learning,
and alternative ways of assessing in an online environment was welcomed by academic staff, as it
helped enhanced experience for all learners (Hodges et al., 2020).
For teaching staff, the contactless teaching experience brought about weaknesses related to increased
workload, unfamiliarity with technology, loss of academic networks and direct interaction with
students, and a steep learning curve of how to best engage students in their learning to avoid the
“cameras off’ phenomena (Assunção Flores & Gago, 2020). Experiential learning, labs, experiments
and other forms of hands-on learning were seen as difficult to replicate online (Johnson, Veletsianos &
Seaman, 2020; Aucejo et al., 2020; Assunção Flores & Gago, 2020; Donitsa-Schmidt & Ramot, 2020;
Pather et al., 2020; Vielma & Brey, 2020). Further reflective work would need to be done to ensure that
this form of teaching and learning can be transitioned to an online environment more successfully.
University: Strengths and Weaknesses
On a positive note, the rapid switch to ERTL has provided universities with an unprecedented incentive
to upskill staff and to launch well-thought, professionally-designed online courses and potentially
Massive Open Online Courses (MOOCs). It also seems to have reignited keen interest in the learning
and teaching literature. One of the key weaknesses across the reviewed literature was the initial
unpreparedness of the universities to deal with the magnitude of the COVID-19 pandemic. Weaknesses
identified in the literature would need to be addressed by universities if a long-term contactless model
of learning and teaching is adopted. The largest area to address is the disparity in resources in order to
ensure that students are neither struggling, feeling isolated, nor disadvantaged by a lack of access to
technology, laptops and wireless internet access (Hodges et al., 2020; Crawford et al., 2020; Assunção
Flores & Gago 2020; Pather et al., 2020) as all services that range from enrollment to mental health
consultations are provided online. To combat these weaknesses and for the contactless university to
succeed, equity issues must be seriously taken into consideration and addressed (Bozkurt & Sharma,
2020; Vielma & Brey, 2020; Crawford et al., 2020). It would be wise for universities to invest in an
online learning infrastructure and develop ways to check-in with students to avoid frustration and
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demotivation, particularly first-generation students (Soria et al., 2020; Vielma & Brey, 2020),
international students, or those from disadvantaged and/or minority groups, the groups most vulnerable
to falling behind. Soria et al. (2020) indicated for instance that the “lack of adequate study spaces and
lack of technology” were key hurdles for first-generation students, preventing them from adapting to
and completing their online courses.
Students: Opportunities and Threats
ERTL has been an opportunity for many non-traditional students, particularly those with work and
family responsibilities, as it allowed them to spend more quality time with their family and decide and
devise their own study schedules. Threats that may impede the move towards a contactless university
include: the stigma that an online education is of lower quality when compared to face-to face (Hodges
et al., 2020), students being less likely to choose online when there is a face-to-face learning option
(Acuejo et al., 2020) and that it takes a lot of time and financial resources to build a sustainable, online
teaching model. A “good practice” model for online teaching and learning would also lessen the
confusion and anxiety felt by students (Regher & Goel, 2020; Johnson et al., 2020; Aucejo et al., 2020;
Donitsa-Schmidt & Ramot, 2020). It will also be important to reduce the threat to issues of academic
integrity and online exams by implementing processes that build trust (Plather et al., 2020) and
confidence among students and academic staff.
Another major threat, as reported by Aucejo et al. (2020) is that “lower-income students” were “55%
more likely than their higher-income peers to have delayed graduation due to COVID-19,” which will
have a significant (economic) impact on their future lifetime earnings and their ability to enter the
workforce or repay their debt. Finally, according to Gallagher et al. (2020) a significant number of
“students felt isolated from spiritual, social and practical supports” as churches, mosques and other
places of worship were closed due to strict confinement measures, thus increasing their levels of
solitude, stress, anxiety and frustration.
Faculty: Opportunities and Threats
The strengths identified in online learning, as experienced during COVID-19, provide opportunities for
upskilling and practicing a new way of learning and teaching. A major theme from the literature was
the emergence of a “pedagogy of care” (Bozkurt & Sharma, 2020; Alvarez, 2020; Gallagher et al., 2020;
Vielma & Brey, 2020; Johnson et al., 2020; Pather et al., 2020). An increased awareness of students’
individual needs has the opportunity to produce a more inclusive learning environment. The increased
use and familiarity with online communication tools such as Zoom, Teams, and Skype has the
opportunity to facilitate increased professional networking and collaboration (Regher & Goel 2020;
Crawford et al., 2020; Donitsa-Schmidt & Ramot, 2020).
Another opportunity lays in the idea that teaching resources could be shared between universities as a
“resource commons,” allowing teaching staff to focus on teaching rather than the time-consuming task
of creating new resources (Huang et al., 2020). As comfort with using online tools increases, there are
opportunities for students and teachers to learn and upskill from each other (Mohmmed et al., 2020)
and for teaching staff to build their professional skillset (Sokhulu, 2020, Huang et al. 2020). Teaching
staff would need to be supported in understanding how to effectively use online teaching technology
and in developing resources so that they do not feel the threat of an increased workload, spending all
their time developing resources rather than teaching (Assunção Flores & Gago, 2020) and engaging
students.
University: Opportunities and Threats
There are opportunities for the university to offer financial support to students through employing
students as assistants to assist staff with online learning (Regher & Goel, 2020), this also has the benefit
of bridging the resource gap and provides students with valuable work experiences (Regher & Goel
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2020; Soria et al., 2020). In contrast, the focus on quickly implementing ERTL may have distracted
institutions from providing additional pastoral care to students, particularly to those most isolated or
vulnerable.
The overall experience of Emergency Remote Teaching and Learning during the COVID-19 pandemic
has produced an opportunity for innovation (Assunção Flores & Gago, 2020; Huang et al., 2020; Pather
et al., 2020), the development of “best practice” in online pedagogy (Crawford et al., 2020; Huang et
al., 2020), and for universities to grow their online teaching capabilities (Crawford et al., 2020; Johnson
et al., 2020). Crawford et al. (2020) noted, however, that “not all universities” had the appropriate
“resources or academic capabilities or capacity to transition to online delivery” (p.11). Moreover, one
of the missing links was, according to Soria et al. (2020), the scarcity of off-campus mental health help
during crises’ times. They advocated active work “to eliminate some of the barriers to students’ ability
to seek mental health resources” during lockdowns.
Conclusion and Future Directions
This article explored the application of Emergency Remote Teaching and Learning and contactless
experiences during COVID-19. The findings of this study indicate a number of important and
transformational implications for future practice. They suggest several courses of action. First, in order
to address the emergent theme of dread of deskilling and de-professionalization among academic staff,
indicated in the findings of a survey of faculty teaching online in the United Kingdom, the United States
and the EU during the COVID-19 (Watermeyer et al., 2020), and move beyond what Ubell (2020)
described as a “first-aid approach” (para.15), we propose to (a) develop targeted systematic
interventions aimed at developing academic staff digital competencies and encouraging upskilling
(Santandreu Calonge & Shah, 2016; Santandreu Calonge, Shah, Riggs & Connor, 2019; Huang et al.,
2020) in, for instance, learning design for online environments. In addition, (b) design well-thought,
comprehensive continuing professional development programs on ERTL for academic and professional
staff, whose aim will be to foster adaptability to uncertainty, develop digital empathy and restraint
(Selwyn, 2020), explore new pedagogical approaches that include culturally-responsive teaching
practices, and improve resiliency, as well as learning-agility. Gregory et al. (2020) argued that “teachers
of the future” ought to be “adequately prepared to teach in on-line and blended contexts,” crucial skills
which were “not addressed in many initial teacher education programs” (para.11), as recently shown in
an Economist Intelligence Unit report on future-ready teaching (early-career and student teachers), only
38% felt their training has equipped them to use digital technology (Green, 2020, p.5).
Second, the adoption of a more people-centric institutional change approach and a reconsideration of
university systems, preparedness plans and continuity planning procedures (often planned for face-to-
face interactions) should be considered in a fully contactless environment, advocating what Alexander
(2020) described as a “future-oriented mindset… the practice and imagination that strategic foresight
provides, along with a willingness to thoughtfully experiment, in order to shoot the rapids that loom
before us” (p.4).
Third, the creation of a sustainable robust (online) system-resilient educational ecosystem, as well as a
learning and teaching risk management architecture and stronger support and pastoral care structures
for local and international students, as well as faculty is also advocated. As argued by Devinney and
Dowling (2020), the crisis might offer an impetus for change, the pandemic could well be a once-a-
generation opportunity for “visionaries and risk-takers” to implement “real, meaningful change”
(para.2).
Finally, inequitable access to education is not a new phenomenon, but in the wake of the COVID-19
experience inequalities in access to education have unfortunately resurfaced, been strengthened and
amplified, as highlighted by the reviewed literature. When reflecting on remote learning policies, it has
been reported that on a global scale, “3 out of 4 students who cannot be reached…come from rural areas
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
Volume 2, Issue 1 Year 2022 ISSN:2757-8747
30
and/or belong to the poorest households” (UNICEF, 2020). Groups of higher education bodies in the
UK (such as JISC) have for instance indicated that “digital poverty” was a major issue, that tens of
thousands of university students “were ignored” by the government, which could result in a “lost
generation”. These hurdles and increased “distancing” will inevitably “lead to inferior educational
outcomes or disengagement” (Shah & Santandreu Calonge, 2019, p.2). Due to such circumstances,
flexibility in the design, development, strategies, and policies towards Emergency Remote Teaching
and Learning are essential to allow greater levels of inclusion and access for all students, but especially
those deemed vulnerable. As a means to alleviate such inequalities, the future of education development
should “not rely on any single remote learning channel” (UNICEF, 2020). Rather, the direction of
processes in ERTL should be expansive and flexible enough to address diversities surrounding the
circumstances of students and thus their needs towards accessible remote contactless education.
Limitations
A significant limitation to this study was the scarce number of published articles on this very topic due
to ERTL during COVID-19 being, still, an emergent issue. This led to additional limitations such as:
lack of access to institutional SWOT analyses for comparison purposes, the practical time constraints
of the literature review period (December 2019-September 2020), as the authors wanted to assess the
initial response from tertiary institutions.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Author contributions
All authors contributed to the study conception, design and writing. All authors commented on previous
versions of the manuscript. All authors read and approved the final manuscript.
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Appendix 1. Quality evaluation of included studies using the mixed methods appraisal tool
(Hong et al. 2018 version)
Qualitative
Studies
Randomized
Controlled
Trials
Non-
Randomized
Trials
Quantitative
Descriptive
Studies
Mixed
Methods
1
.
1
1
.
2
1
.
3
1
.
4
1
.
5
2
.
1
2
.
2
2
.
3
2
.
4
2
.
5
3
.
1
3
.
2
3
.
3
3
.
4
3
.
5
4
.
1
4
.
2
4
.
3
4
.
4
4
.
5
5
.
1
5
.
2
5
.
3
5
.
4
5
.
5
Hodges, C., Moore,
S., Lockee, B.,
Trust, T., & Bond,
A. (2020).
Y
Y
Y
Y
Y
Bozkurt, A., &
Sharma, R. C.
(2020).
Y
Y
Y
Y
Y
Alvarez, A. J.
(2020).
Y
Y
Y
Y
Y
N
Y
C
C
Y
Whittle, C., Tiwari,
S., Yan, S., &
Williams, J.
(2020).
Y
Y
Y
Y
Y
N
Y
Y
C
Y
Mohmmed, A. O.,
Khidhir, B. A.,
Nazeer, A., &
Vijayan, V. J.
(2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
C
Soria, K. M.,
Horgos, B.,
Chirikov, I., &
Jones-White, D.
(2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Gallagher, H. L.,
Doherty, A. Z., &
Obonyo, M.
(2020).
Y
N
C
N
N
Regehr, C., &
Goel, V. (2020).
Y
Y
Y
Y
C
Raaper, R., &
Brown, C. (2020).
Y
C
C
Y
C
Vielma, K., &
Brey, E. M. (2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
George, M. L.
(2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Crawford, J.,
Butler-Henderson,
K., Rudolph, J.,
Malkawi, B.,
Glowatz, M.,
Burton, R., ... &
Lam, S. (2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Johnson, N.,
Veletsianos, G., &
Seaman, J. (2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Cheng, S. Y.,
Wang, C. J., Shen,
Y
C
C
Y
C
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
Volume 2, Issue 1 Year 2022 ISSN:2757-8747
35
A. C. T., & Chang,
S. C. (2020).
Aucejo, E. M.,
French, J., Araya,
M. P. U., & Zafar,
B. (2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Marsicano, C.,
Felten, K., Toledo,
L., & Buitendorp,
M. (2020).
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Sokhulu, L. H.
(2020).
Y
Y
Y
Y
Y
Assunção Flores,
M., & Gago, M.
(2020).
Y
Y
Y
Y
Y
Wotto, M. (2020).
Y
Y
Y
Y
Y
Donitsa-Schmidt,
S., & Ramot, R.
(2020).
Y
C
C
Y
C
Huang, R., Tlili,
A., Chang, T. W.,
Zhang, X.,
Nascimbeni, F., &
Burgos, D. (2020).
Y
Y
Y
Y
Y
Pather, N., Blyth,
P., Chapman, J. A.,
Dayal, M. R.,
Flack, N. A., Fogg,
Q. A., ... &
Morley, J. W.
(2020).
Y
Y
Y
Y
Y
Y = yes; N = no; C = cannot tell
Journal of Educational Studies and Multidisciplinary Approaches (JESMA)
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Biographical notes:
Dr. David Santandreu Calonge: Dean, Faculty of Communication, Arts and Sciences at Canadian
University Dubai (UAE). He has previously worked in Hong Kong, South Korea, and Australia and
has written in the areas of education policy, MOOCs, curriculum design, and disruptive
technologies in education.
Melissa Connor: Academic Director Work Integrated Learning for the Faculty of the Professions
at the University of Adelaide (Australia). Melissa teaches Internships and work preparedness
courses, with her research interests in employability and higher education history and policy.
Dr. Patrik Hultberg: The Edward and Virginia Van Dalson professor of economics at Kalamazoo
College, USA. He is currently chair of economics and recently served in the role of assistant provost
of teaching and learning at Kalamazoo College.
Dr. Mariam Aman Shah: Worked at universities in Hong Kong and Australia in designing fully
online degrees. Her research interests in the areas of online education focus on inclusive educational
design, refugee education and education policy.
Dr. Pablo Medina Aguerrebere: Holds a PhD in Corporate Communication (University of
Navarra, Spain). He is Assistant Professor at Canadian University Dubai (UAE). His main research
interest is corporate communication in health organizations.
