Korean University Students' Perceptions of Emergency Remote Teaching
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초록
The COVID-19 pandemic has put unprecedented stress on educational institutions worldwide. This study was carried out to determine students’ perceptions of Emergency Remote Teaching(ERT) at a Korean university. Eight hundred eighty-nine students were surveyed to determine their perceptions of the impact the ERT classes had on their learning. The participants were also asked what they liked least and most about their classes. The results were a broadly positive perception of the classes by the students. Convenience was the most and least liked about their classes. Technology problems were the least liked aspect of the courses. There were significant differences in responses between first-and second-year participants and male and female participants. The program's relative success can be attributed to the suitability of the planned curriculum adapting to online learning, small class sizes, technological infrastructure, and the digital literacy of the students. The implications of the experience of delivering ERT during the pandemic are that institutions must continue to perfect the delivery of the courses. The full impact of the worldwide move to ERT is not yet fully known and institutions will have to evaluate the effectiveness of their responses and the innovations put in place may have a lasting effect on education. One effect may be a shift to more individualized and independent learning. The uneven distribution of technological infrastructure worldwide is another area that was highlighted by the pandemic and must be addressed.
Abstract
The COVID-19 pandemic has put unprecedented stress on educational institutions worldwide. This study was carried out to determine students’ perceptions of Emergency Remote Teaching(ERT) at a Korean university. Eight hundred eighty-nine students were surveyed to determine their perceptions of the impact the ERT classes had on their learning. The participants were also asked what they liked least and most about their classes. The results were a broadly positive perception of the classes by the students. Convenience was the most and least liked about their classes. Technology problems were the least liked aspect of the courses. There were significant differences in responses between first-and second-year participants and male and female participants. The program's relative success can be attributed to the suitability of the planned curriculum adapting to online learning, small class sizes, technological infrastructure, and the digital literacy of the students. The implications of the experience of delivering ERT during the pandemic are that institutions must continue to perfect the delivery of the courses. The full impact of the worldwide move to ERT is not yet fully known and institutions will have to evaluate the effectiveness of their responses and the innovations put in place may have a lasting effect on education. One effect may be a shift to more individualized and independent learning. The uneven distribution of technological infrastructure worldwide is another area that was highlighted by the pandemic and must be addressed.
참고문헌 (39)
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