Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand
Abstract
The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.
https://doi.org/10.26803/ijlter.20.6.1
Keywords
Full Text:
PDFReferences
Busacca, B., & Padula, G. (2005). Understanding the relationship between attribute performance and overall satisfaction: Theory, measurement and implications. Marketing Intelligence & Planning, 23(6), 543-561. https://doi.org/10.1108/02634500510624110
Delnoij, L. E., Dirkx, K. J., Janssen, J. P., & Martens, R. L. (2020). Predicting and resolving non-completion in higher (online) education–a literature review. Educational Research Review, 29, 100313. https://doi.org/10.1016/j.edurev.2020.100313
Downes, S. (2019). Recent work in connectivism. European Journal of Open, Distance and E-Learning (EURODL), 22(2), 112-131.
Fay, D. L., & Zavattaro, S. M. (2016). Branding and isomorphism: The case of higher education. Public Administration Review, 76(5), 805-815. https://doi.org/10.1111/puar.12626
Fuchs K., & Karrila S. (2021). The Perceived Satisfaction with Emergency Remote Teaching (ERT) amidst COVID-19: An Exploratory Case Study in Higher Education. The Education and Science Journal, 23(5), 116-130. https://doi.org/10.17853/1994-5639-2021-5-116-130
Fuchs, K. (2021a). Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education. Journal of Environmental Management and Tourism, 12(2), 538-543. https://doi.org/10.14505//jemt.v12.2(50).23
Fuchs, K. (2021b). Evaluating The Technology-Enhanced Flipped Classroom Through The Students’ Eye: A Case Study. Proceedings of â€The 3rd International Conference on Research in Education 2021 (vol. 1, pp. 25-33). https://doi.org/10.6084/m9.figshare.14173622
Fuchs, K. (2021c). Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom. Education Quarterly Reviews, 4(1), 151-158. https://doi.org/10.31014/aior.1993.04.01.182
Gelles L. A., Lord S. M., Hoople G. D., Chen D. A., & Mejia J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences, 10(11), 304. https://doi.org/10.3390/educsci10110304
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
Kyne S. H., & Thompson C. D. (2020). The COVID Cohort: Student transition to university in the face of a global pandemic. Journal of Chemical Education, 97(9), 3381–3385. https://doi.org/10.1021/acs.jchemed.0c00769
Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of Readiness for Online Learning: Importance and Confidence. Online Learning, 24(2), 38-58.
Muhsin, S., Nurkhin, A., Pramusinto, H., Afsari, N., & Arham, A. F. (2020). The relationship of good university governance and student satisfaction. International Journal of Higher Education, 9(1). 1-10. https://doi.org/10.5430/ijhe.v9n1p1
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241. https://doi.org/10.1080/1097198X.2018.1542262
Suikkanen, J. (2011). An improved whole life satisfaction theory of happiness. International Journal of Wellbeing, 1(1), 149-166. https://doi.org/10.5502/ijw.v1i1.6
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15(1), 157-190. Retrieved from http://informingscience.org/publications/3502
Themelis, C., & Sime, J. A. (2020). From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education? Emerging Technologies and Pedagogies in the Curriculum, 261-276. https://doi.org/10.1007/978-981-15-0618-5_16
Trower, H., & Lehmann, W. (2017). Strategic escapes: Negotiating motivations of personal growth and instrumental benefits in the decision to study abroad. British Educational Research Journal, 43(2), 275-289. https://doi.org/10.1002/berj.3258
Weerasinghe, I. S., & Fernando, R. L. (2017). Students' Satisfaction in Higher Education. American Journal of Educational Research, 5(5), 533-539. http://pubs.sciepub.com/education/5/5/9
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. https://www.learntechlib.org/primary/p/215995
Wilcox, B., & Vignal, M. (2020). Recommendations for emergency remote teaching based on the student experience. The Physics Teacher, 58(1), 374. https://doi.org/10.1119/10.0001828
Yamada, A., & Yamada, R. (2018). The new movement of active learning in Japanese higher education: the analysis of active learning case in Japanese graduate programs. In Active Learning-Beyond the Future, 1(4), 1-16. https://doi.org/10.5772/intechopen.80836
Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: Challenges and international perspectives. Assessment & Evaluation in Higher Education, 41(5), 655-661. https://doi.org/10.1080/02602938.2016.1169501
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493