A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19

William H. Stewart

doi:10.5944/openpraxis.13.1.1177

A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19

Open Praxis

Volume 13 (2021): Issue 1

By: William H. Stewart

Open Access

|Mar 2021

Abstract

The COVID-19 pandemic has impacted education in ways that academic institutions, scholars, administrators, educators, and students will strive to fully comprehend for years to come. The global spread of SARS-CoV2 in early 2020 prompted social distancing as the primary countermeasure against contracting and spreading the novel coronavirus, which in turn led academic communities worldwide to suddenly transition to emergency remote teaching (ERT) in order to maintain educational continuity. This review of the literature synthesizes findings from 38 empirical studies set in higher education about ERT in 2020 from all over the world. A thematic analysis of findings produced four major themes: 1) diverse ERT experiences; 2) digital divide and vast educational/socio economic inequalities; 3) commonly-experienced ERT problems, issues, and challenges; and 4) frequently-made adjustments in response to ERT. Findings are indicative of the immediate aftermath of transitions to ERT, and open areas of research for long-term impacts of ERT are discussed.

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Articles in this issue

DOI: https://doi.org/10.5944/openpraxis.13.1.1177 | Journal eISSN: 2304-070X

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Language: English

Page range: 89 - 102

Submitted on: Oct 12, 2020

Accepted on: Dec 15, 2020

Published on: Mar 31, 2021

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

In partnership with: Paradigm Publishing Services

Keywords:

emergency remote teaching,

emergency remote education,

© 2021 William H. Stewart, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 13 (2021): Issue 1