Instructional Framework for Emergency Remote Teaching in Higher Education
Dados Bibliográficos
| ID | 22044135 |
|---|---|
| Autores | Аnna Rubtsova (0000-0002-0573-0980, Peter the Great St. Petersburg Polytechnic University, autor correspondente), Natalia Semenova (0000-0002-0000-1818, Peter the Great St. Petersburg Polytechnic University), Nora Kats (0000-0002-3247-3529, Peter the Great St. Petersburg Polytechnic University, autor correspondente), Olga Zheleznyakova (0009-0003-7804-1187, Minsk State Linguistic University) |
| Ano | 2023 |
| Volume | 13 |
| Fascículo | 6 |
| Páginas | 613 |
| Data de publicação | 2023-06-15 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13060613 |
| OpenAlex | W4380989281 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 43 |
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 faced by both educators and learners during emergency remote teaching (ERT). However, a limited number of studies tends to present a holistic instructional framework that could benefit educators in situations of a similar educational crisis. This study aims at identifying psychological and pedagogical implications for instructional framework design in situations of abrupt transition to online learning. Employing a qualitative approach, this study is based on the dataset collected from 152 students obtaining bachelor’s and master’s degrees in social sciences. This dataset was analyzed and interpreted by means of descriptive statistics. The findings helped to identify students’ perceptions of ERT, core difficulties, and preferences which underlay the conceptualization of the instructional framework adjustable for ERT. The presented instructional considerations could contribute to the effective design of technology-assisted courses in the context of higher education
Bachelor · Conceptualization · Distance education · Instructional design · Mathematics education · Pedagogy · Perception · Qualitative research · Sociology · Teaching method · Computer Science · COVID-19 and Mental Health · E-Learning and COVID-19 · Psychology · Technology-Enhanced Education Studies
Faculty’s and Students’ Perceptions of Online Learning During Covid-19
Emergency Remote Teaching and Learning in Portugal
Compassionate Flexibility and Self-Discipline
Assessing the Socio-Economic Consequences of Distance Learning during the Covid-19 Pandemic
Let Students Talk about Emergency Remote Teaching Experience
Emergency Remote Education and Its Impact on Higher Education
Student Acceptance of E-Learning during the Covid-19 Outbreak at Engineering Universities in Spain
Teaching and Learning in Higher Education in Bangladesh during the Covid-19 Pandemic
Students’ Experiences with Online Teaching and Learning in Norway
A systematic review of research on online teaching and learning from 2009 to 2018
Teachers’ use of technology and the impact of Covid-19
Emergency Remote Education, Family Support and the Digital Divide in the Context of the Covid-19 Lockdown
Well-Being and Fear of Missing Out (Fomo) on Digital Content in the Time of Covid-19
Back to School
Satisfaction with online learning in the new normal
Students’ satisfaction and continued intention toward e-learning
The impact of stress on students in secondary school and higher education
The need to disentangle assessment and feedback in higher education
Toward Developing a Framework for Conducting Case Study Research
| Obras citantes distintas | 2 |
|---|---|
| Citações por ano | 0,67 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |