Emergency remote teaching and learning during COVID-19 pandemic: Efficacy of a four-stage model

DOI: https://doi.org/10.18543/tjhe.2134
Keywords: emergency remote teaching, multimodal remote teaching and learning, higher education, COVID-19 pandemic, emergency remote education, remote learning

Abstract

The COVID-19 pandemic created the need for a global change in tertiary education. Universities that traditionally relied on contact with students in physical classrooms were forced to consider modes of remote teaching to mitigate the risks of infection due to physical proximity. This study evaluates the emergency remote teaching implemented within the Department of Information Technology at the Durban University of Technology, South Africa. An emergency remote teaching model with four stages consisting of: preparation, synchronous and asynchronous teaching and learning, e-assessments and reflections are described, analysed and evaluated with reference to both lecturers and students. The evaluation is performed using both qualitative and quantitative research methods. Qualitative analysis was performed on 29 sources using content analysis. 229 initial codes were identified and first categorized into 13 subcategories and finally to the four categories synonymous with the adopted four-stage emergency remote teaching model: preparation (135 references), asynchronous and synchronous teaching and learning (67 references), e-assessments (25 references) and reflections (8 references). Quantitative data on the use of the learning management system from 2019 to 2020 evaluated the results of the applied changes in practice. From the results, it was evident that students and lecturers invested much time in the learning management system with 13 tools being adopted by the 49 analysed subjects. The learning management system was used extensively for communication, assessment and dissemination of subject content. The comparative results of the data from the 2019 and 2020 academic years showed that the majority of the 2020 subjects’ final results were statistically higher than the 2019 results. Results of analysis revealed the success of the implementation of the four-stage emergency remote teaching model.

Received: 29 June 2021
Accepted: 26 April 2022

Downloads

Download data is not yet available.

Author Biographies

Seena Joseph, Durban University of Technology, South Africa

Lecturer in the Department of Information Technology, Faculty of Accounting and Informatics, Durban University of Technology, South Africa. She has received the MTech: Information Technology from Durban University of Technology, South Africa and currently a Ph.D. candidate at the Department of Information Technology, Durban University of Technology, South Africa. Her major research interests include computer vision, image processing, image segmentation, and machine learning.

Robyn Thompson, Durban University of Technology, South Africa

Lecturer in the Department of Information Technology, Faculty of Accounting and Informatics, Durban University of Technology, South Africa. She received her Masters in Information and Communications Technology from the Durban University of Technology in 2017 and is at present studying towards a Ph.D. in Information and Communications Technology at the same university. Robyn has lectured information technology modules at tertiary institution for 25 years and assists with the supervision of Masters and Honors students research projects. She has served as technical advisor on dissertations that implement ADVIAN for analysis of cross impact matrices with her interest being in the area of crowd computing for data collection and advanced methods of analysis of impact matrices.

Subashnie Soobramoney, Durban University of Technology, South Africa

Lecturer at the Durban University of Technology(South Africa). She holds a Masters Degree in Information and Communication Technology (DUT). She has been working at the university for 21 years and has coordinated multiple academic programs over the years. Her previous research focused on E-Skills and E-learning focusing particularly on the development of disadvantaged students to improve their experience in higher education. She has Microsoft certification in MTA: Software Development Fundamentals certification, Azure AI Engineer Associate and Azure Fundamentals. She has been part of the organizing committee of the ICTAS conference since 2020. Her current research interests include Cyber Security and E-learning.

Jeanette Wendy Wing, Durban University of Technology, South Africa

PhD Information Technology from the Durban University of Technology. She is currently Head of Department: Information Technology. Jeanette’s early research focused on programming languages. For her PhD her research focus shifted to the understanding of requirements by clients for Information System Development projects. Her current research interests include Systems Thinking, the social construction of requirements, Software Engineering, Action Design Research, Human Computer Interaction and the User Experience. She has lectured students within the field of Information Technology for over 30 years, and is particularly interested in the new modes of teaching that became a necessity due to the COVID-19 Pandemic. She is a professional member of the ACM and IEEE.

References

Al-Jabir, Ahmed, Ahmed Kerwan, Maria Nicola, Zaid Alsafi, Mehdi Khan, Catrin Sohrabi, Niamh O’Neill, et al. “Impact of the Coronavirus (Covid-19) Pandemic on Surgical Practice-Part 1.” International Journal of Surgery 79 (2020): 233-48. https://doi.org/10.1016/j.ijsu.2020.05.022.

Al Lily, Abdulrahman Essa, Abdelrahim Fathy Ismail, Fathi Mohammed Abunasser, and Rafdan Hassan Alhajhoj Alqahtani. “Distance Education as a Response to Pandemics: Coronavirus and Arab Culture.” Technology in Society 63 (2020/11/01/ 2020): 101317. https://doi.org/10.1016/j.techsoc.2020.101317.

Amin, Fakhrurrazi M, and Hanna Sundari. “Efl Students’ Preferences on Digital Platforms During Emergency Remote Teaching: Video Conference, Lms, or Messenger Application?”. Studies in English Language and Education 7, no. 2 (2020): 362-78. https://doi.org/10.24815/siele.v7i2.16929.

Bozkurt, Aras, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov, Sarah Lambert, et al. “A Global Outlook to the Interruption of Education Due to Covid-19 Pandemic: Navigating in a Time of Uncertainty and Crisis.” Asian Journal of Distance Education 15, no. 1 (2020): 1-126. http://www.asianjde.com/ojs/index.php/AsianJDE/article/download/462/307.

Bozkurt, Aras, and Ramesh C Sharma. “Emergency Remote Teaching in a Time of Global Crisis Due to Coronavirus Pandemic.” Asian Journal of Distance Education 15, no. 1 (2020): 1-6. http://www.asianjde.com/ojs/index.php/AsianJDE/article/download/447/297.

Chaka, Chaka. “Higher Education Institutions and the Use of Online Instruction and Online Tools and Resources During the Covid-19 Outbreak-an Online Review of Selected Us and Sa’s Universities.” Research Square (2020): 1-46. https://doi.org/10.21203/rs.3.rs-61482/v1.

Cohen, Jacob. “A Power Primer.” Psychological bulletin 112, no. 1 (1992): 155.

Czerniewicz, Laura, Najma Agherdien, Johan Badenhorst, Dina Belluigi, Tracey Chambers, Muntuwenkosi Chili, Magriet de Villiers, et al. “A Wake-up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning.” Postdigital Science and Education (2020): 1-22. https://doi.org/10.1007/s42438-020-00187-4.

Dekking, Frederik Michel, Cornelis Kraaikamp, Hendrik Paul Lopuhaä, and Ludolf Erwin Meester. A Modern Introduction to Probability and Statistics: Understanding Why and How. London: Springer Science & Business Media, 2005.

Erlingsson, Christen, and Petra Brysiewicz. “A Hands-on Guide to Doing Content Analysis.” African Journal of Emergency Medicine 7, no. 3 (2017): 93-99. https://doi.org/10.1016/j.afjem.2017.08.001.

Ferdig, Richard E, Emily Baumgartner, Richard Hartshorne, Regina Kaplan- Rakowski, and Chrystalla Mouza. Teaching, Technology, and Teacher Education During the Covid-19 Pandemic: Stories from the Field. 2020. https://www.learntechlib.org/p/216903/.

Ferri, Fernando, Patrizia Grifoni, and Tiziana Guzzo. “Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations.” Societies 10, no. 4 (2020): 86. http://dx.doi.org/10.3390/soc10040086.

Greene, Jennifer C, Valerie J Caracelli, and Wendy F Graham. “Toward a Conceptual Framework for Mixed-Method Evaluation Designs.” Educational evaluation and policy analysis 11, no. 3 (1989): 255-74.

Halat, Dalal Hammoudui, M Cherfan, N Mourad, and M Rahal. “Highlights from a Model for Remote Delivery of Pharmacy Laboratory Courses: Design, Implementation and Student Feedback: Innovation in Learning Assessment.” Pharmacy Education 20, no. 2 (2020): 49-51. https://doi.org/10.46542/pe.2020.202.4951.

Hasan, Najmul, and Yukun Bao. “Impact of “E-Learning Crack-up” Perception on Psychological Distress among College Students During Covid-19 Pandemic: A Mediating Role of “Fear of Academic Year Loss”.” Children and Youth Services Review 118 (2020): 105355. https://doi.org/10.1016/j.ijsu.2020.05.002.

Hodges, Charles, Stephanie Moore, Barb Lockee, Torrey Trust, and Aaron Bond. “The Difference between Emergency Remote Teaching and Online Learning.” Educause review 27 (2020): 1-12.

Hsieh, Hsiu-Fang, and Sarah E Shannon. “Three Approaches to Qualitative Content Analysis.” Qualitative health research 15, no. 9 (2005): 1277-88. https://doi.org/10.1177/1049732305276687.

Ibm Spss Statistics for Windows, Version 27.

Krönke, Matthias. Africa’s Digital Divide and the Promise of E-Learning. Afrobarometer Policy Paper No. 66 (2020).

Mohmmed, Abdalellah O, Basim A Khidhir, Abdul Nazeer, and Vigil J Vijayan. “Emergency Remote Teaching During Coronavirus Pandemic: The Current Trend and Future Directive at Middle East College Oman.” Innovative Infrastructure Solutions 5, no. 3 (2020): 1-11. https://doi.org/10.1007/s41062-020-00326-7.

Philippe, Stéphanie, Alexis D Souchet, Petros Lameras, Panagiotis Petridis, Julien Caporal, Gildas Coldeboeuf, and Hadrien Duzan. “Multimodal Teaching, Learning and Training in Virtual Reality: A Review and Case Study.” Virtual Reality & Intelligent Hardware 2, no. 5 (2020): 421-42. https://doi.org/10.1016/j.vrih.2020.07.008.

Pole, Kathryn. “Mixed Method Designs: A Review of Strategies for Blending Quantitative and Qualitative Methodologies.” Mid-Western Educational Researcher 20, no. 4 (2007): 35-38.

Posten, Harry O. “Robustness of the Two-Sample T-Test.” In Robustness of Statistical Methods and Nonparametric Statistics, edited by Dieter Rasch and Moti Lal Tiku, 92-99: Springer, 1984.

Nvivo Qualitative Data Analysis Software Version 12.

Rahiem, Maila D. “The Emergency Remote Learning Experience of University Students in Indonesia Amidst the Covid-19 Crisis.” International Journal of Learning, Teaching and Educational Research 19, no. 6 (2020): 1-26. https://doi.org/10.26803/ijlter.19.6.1.

Rahim, Ahmad Fuad Abdul. “Guidelines for Online Assessment in Emergency Remote Teaching During the Covid-19 Pandemic.” Education in Medicine Journal 12, no. 2 (2020): 59-68. https://doi.org/10.21315/eimj2020.12.2.6.

Schoonenboom, Judith, and R Burke Johnson. “How to Construct a Mixed Methods Research Design.” KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 69, no. 2 (2017): 107-31.

Verawardina, Unung, Lise Asnur, Arina Luthfini Lubis, Yeka Hendriyani, Dochi Ramadhani, Ika Parma Dewi, Resmi Darni, et al. “Reviewing Online Learning Facing the Covid-19 Outbreak.” Journal of Talent Development and Excellence 12, no. 3s (2020): 385-92.

Xu, Manfei, Drew Fralick, Julia Z Zheng, Bokai Wang, Xin M Tu, and Changyong Feng. “The Differences and Similarities between Two-Sample T-Test and Paired T-Test.” Shanghai Archives of Psychiatry 29, no. 3 (2017): 184-89.

Published
2022-05-28
How to Cite
Joseph, Seena, Robyn Thompson, Subashnie Soobramoney, and Jeanette Wendy Wing. 2022. “Emergency Remote Teaching and Learning During COVID-19 Pandemic: Efficacy of a Four-Stage Model”. Tuning Journal for Higher Education 9 (2), 245-77. https://doi.org/10.18543/tjhe.2134.
Issue
Vol. 9 No. 2 (2022): Resilience and responsiveness in challenging times
Section
Special Section

Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:

1. Authorship:

The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.

2. Copyright and Code of conduct:

a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.

b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).

c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.

d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.

e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.

3. Users:

Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.