The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education
Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning. Methodology and research methods. This study quantitatively examined undergraduate students’ (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students’ satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed. Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances. Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.