Crisis-Based Remote Education: A Comprehensive Model

William H. Stewart; Patrick R. Lowenthal

doi:10.55982/openpraxis.15.4.577

Crisis-Based Remote Education: A Comprehensive Model

Open Praxis

Volume 15 (2023): Issue 4

By: William H. Stewart and Patrick R. Lowenthal

Open Access

|Nov 2023

Abstract

The COVID-19 pandemic revealed significant gaps in institutions’ ability to maintain education under crisis conditions, which is now commonly referred to as Emergency Remote Teaching (ERT). A critical analysis of the literature reveals that ERT is a label that does not differentiate adequately between the different ways ERT manifested worldwide and over time. In this conceptual paper, we analyze empirical research on remote teaching conducted over single, double, and three+ learning terms. Our analysis shows not only multiple possible phases of remote education but also different stages, scopes, and pathways between them. The proposed model in this paper can be used to analyze current literature, ground future research, and serve as a foundation for developing protocols and practices to proactively maintain education when exigent circumstances demand remote teaching over the short-, mid-, and long-term.

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Articles in this issue

DOI: https://doi.org/10.55982/openpraxis.15.4.577 | Journal eISSN: 2304-070X

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Language: English

Page range: 342 - 357

Submitted on: Jul 22, 2023

Accepted on: Aug 16, 2023

Published on: Nov 21, 2023

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

ERT,

remote education,

theory,

COVID-19,

distance education

© 2023 William H. Stewart, Patrick R. Lowenthal, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 15 (2023): Issue 4