Challenges of Emergency Remote Teaching (ERT) During a Pandemic
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The present study examined students’ perceptions and teachers’ challenges in teaching English in an emergency remote teaching environment (ERTE) during a pandemic, in the context of a Korean tertiary education setting, which had abruptly changed online due to the onset of COVID-19. Recognizing the needs of all teachers around the world for suggestions and examples of best practices during these trying times, this research surveyed 158 students and interviewed three English instructors to find possible solutions to the issues at hand. The results showed that the majority of students were satisfied with education delivery during the first COVID-19 affected semester (Spring 2020 in Korea) but many were also considering taking a year off if online education had to continue. The biggest academic challenge for students was the burden of the huge amount of assignments followed by difficulties in learning studio courses online and dealing with boring class content. For instructors, although it was a very stressful semester having to deliver all their content online, they emphasized the importance of caring for the emotional welfare of the students considering the impact of the pandemic. Challenges and suggestions are discussed and implications for the field are explored.
Abstract
The present study examined students’ perceptions and teachers’ challenges in teaching English in an emergency remote teaching environment (ERTE) during a pandemic, in the context of a Korean tertiary education setting, which had abruptly changed online due to the onset of COVID-19. Recognizing the needs of all teachers around the world for suggestions and examples of best practices during these trying times, this research surveyed 158 students and interviewed three English instructors to find possible solutions to the issues at hand. The results showed that the majority of students were satisfied with education delivery during the first COVID-19 affected semester (Spring 2020 in Korea) but many were also considering taking a year off if online education had to continue. The biggest academic challenge for students was the burden of the huge amount of assignments followed by difficulties in learning studio courses online and dealing with boring class content. For instructors, although it was a very stressful semester having to deliver all their content online, they emphasized the importance of caring for the emotional welfare of the students considering the impact of the pandemic. Challenges and suggestions are discussed and implications for the field are explored.
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