Emergency Remote Education and Its Impact on Higher Education: A Temporary or Permanent Shift in Instruction?

15Citations
Citations of this article
82Readers
Mendeley users who have this article in their library.

Abstract

The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online lectures, narrated power points, audio snippets, podcasts, instant messaging, and interactive videos, whereas traditional universities had primarily relied on in-person courses. Evaluations, which included assignments and multiple-choice questions, were conducted online, forcing lecturers to reconsider how deliverables were set up to prevent students from having easy access to the answers in a textbook or online. Learning from college students’ experiences throughout this time period will assist higher-education stakeholders (administration, faculty, and students) in adapting future online course delivery selections for higher education. In this study, we investigated the experiences of students learning from a distance, as well as aspects of their learning. We provide recommendations for higher education. The COVID-19 pandemic has clearly resulted in the largest distance-learning experiment in history.

Cite

CITATION STYLE

APA

Linnes, C., Ronzoni, G., Agrusa, J., & Lema, J. (2022). Emergency Remote Education and Its Impact on Higher Education: A Temporary or Permanent Shift in Instruction? Education Sciences, 12(10). https://doi.org/10.3390/educsci12100721

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free