The outbreak of the COVID-19 pandemic entailed a sudden shift to remote learning. Teachers had to adjust instantly to a new reality and acquire new tools for emergency remote teaching. The present research studied the perceptions and stances of teach...
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an o...
COVID-19 certainly brought more negative aspects than positive ones to education. On the one hand, new gaps and challenges emerged from the lockdowns worldwide. On the other hand, we have been witnessing the increased relationship between technology...
The introduction of emergency remote teaching in university education during the COVID-19 pandemic was not a matter of choice, but an attempt to make education sustainable in times of crisis. However, some research, even before the COVID-19 pandemic,...
By 11 March 2020, the phrase “COVID-19” had officially entered everyday life across most of the word. Each level of education suddenly faced new changes and new challenges. Emergency remote teaching became widespread, and new methodologie...
In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 20...
The home confinement of the population in Spain caused by the COVID-19 pandemic interrupted face-to-face teaching and led teachers of all educational levels to perform their activities remotely. This represented a radical change in daily tasks. The g...
The present study focuses on the experience of flow among 168 Arab and Kurdish English Foreign Language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses of questionnaire data revealed that learners di...
The COVID-19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learn...
The COVID-19 crisis has considerably changed the educational landscape and resulted in a scientific debate on the efficacy and prospects of online education. Recent research is focused on analyzing the psychological and instructional difficulties fac...
COVID-19 has been one of the most significant disruptors of higher education in modern history. Higher education institutions rapidly transitioned to Emergency Remote Teaching (ERT) in mid-to-late March of 2020. The extent of COVID-19’s impact on tea...
While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Te...
Education systems and institutions, often historically considered to be resolute, slow-moving entities transformed virtually overnight during the earlier stages of the COVID-19 pandemic, demonstrating nimbleness in adversity. This paper describes the...
During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on...
This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the f...
In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked...
Emergency Remote Teaching (ERT) aims to swiftly adapt conventional face-to-face educational methods to alternative (typically virtual) formats during crises. The recent COVID-19 pandemic accentuated the vulnerability of traditional educational system...
Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do...
The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led...
In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combin...
24 June 2021
COVID-19 has presented a novel pedagogical challenge in dealing with the sudden shift from classic instruction to emergency remote teaching (ERT). It had an impact on the well-being and mental health of lecturers, increasing burnout risk. A cross-sec...
The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers...
The temporary shift from face-to-face instruction to online teaching at North American universities as an alternative solution in response to the COVID-19 pandemic brought significant challenges to international students who had to study abroad from...
3 March 2022
With the aim of appraising the impact of Emergency Remote Teaching (ERT) amidst the COVID-19 pandemic on college students, an online survey was conducted in December 2020 on a total of 588 undergraduate students at the American University of Sharjah...
22 December 2022
Emergency remote teaching replaced the in-person education in academic institutions as a result of the COVID-19 pandemic. Students with different personality traits experienced this abrupt change to distance learning in different ways. Thus, this res...
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This stud...
The onset of the COVID-19 pandemic prompted a rapid shift to Emergency Remote Teaching (ERT). Social networks had a key role in supporting the educational community in facing challenges and opportunities. A quantitative study was conducted to assess...
This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “star...
This study explores topic identification using text analysis techniques in Modern Greek interviews with parents of students with functional diversity during Emergency Remote Teaching. The analysis focused on identifying key educational themes and add...
The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching a...
The COVID-19 pandemic forced most countries’ higher-education systems to shift to distance learning, which has been called either “Corona Teaching” or, more formally, “Emergency Remote Teaching (ERT).” Students were sudd...
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main...
Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected a...
The COVID-19 pandemic significantly disrupted traditional face-to-face teaching worldwide and forced education institutions to adopt new, online teaching formats to enable students to continue with their studies. This research focuses on students’ pe...
This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by...
The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and st...
The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater...
The Emergency Remote Teaching experience during the COVID-19 pandemic resulted in schools reviewing teaching methods and strategies. The Italian Society for Educational Research (SIRD) conducted a survey in which more than 16,000 Italian teachers too...
This study explores the application of transformer-based language models for automated Topic Classification in qualitative datasets from interviews conducted in Modern Greek. The interviews captured the views of parents, teachers, and school director...
Due to the COVID-19 pandemic, university closures were commonplace worldwide from March 2020, meaning that lecturers and students had to adapt to emergency remote teaching with little or no notice. In this paper, we report upon the results of an onli...
Emergency remote teaching was first introduced in the educational system of the Republic of Serbia during the COVID-19 pandemic, not as a planned change but as an imposed solution aimed at suppressing this infectious disease. This raises the question...
We introduce the term “prolonged emergency remote teaching” to accentuate the temporal aspect of the current educational crisis. In-depth lived experiences of students and teaching staff in one engineering education institution were exami...
Due to the COVID-19 pandemic, the entire process of teaching and learning moved online. This forced teachers and pupils to heavily rely on information and communications technology (ICT) and make adjustments to the new mode of teaching and learning i...
The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interview...
The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investiga...
The professional efficacy and health perceptions of physical education (PE) teachers, along with school characteristics, significantly impact their ability to navigate remote teaching challenges, maintain student engagement, and deliver inclusive, ef...
This research investigates topic-based sentiment classification in Greek educational-related data using transformer-based language models. A comparative evaluation is conducted on GreekBERT, XLM-r-Greek, mBERT, and Palobert using three original senti...
This systematic review of qualitative evidence contributes to the understanding of individual factors that influenced Emergency Remote Teaching and the use of educational technology by lecturers during the COVID-19 pandemic. A coding scheme aimed at...
COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their prov...
Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistic...
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