The COVID-19 outbreaks worldwide led the academic institutions to entirely cancel face-to-face teaching including laboratories and other learning experiences as a step against the risk posed by the virus. Alternatively, various measures were initiated by the higher education providers to implement social isolation, and online or remote teaching was adopted with rapid curriculum transformation. Online delivery is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to limited time constraints, the curriculum transformation was anticipated to occur rapidly without sufficient preparation. Therefore, in this paper, the concept of emergency remote teaching (ERT) including its application and evaluation is thoroughly discussed. The application of the ERT at the University of Technology in South Africa has been considered. This study draws on the CIPP evaluation model and constructivism theory to assess the effectiveness of the adopted model, and qualitative data were collected online taking samples of students from a particular curriculum which was a new qualification that started this year. Besides, questionnaire responses via google forms, experiences, beliefs, and challenges encountered by the educator and students on the emergency remote teaching were used and analyzed. In addition, students’ attendance and module nature were considered to evaluate the students’ participation in the online classes. The collected information was analyzed and based on the outcomes, recommendations were given to serve as an input for future strategies and to improve the performance of teaching-learning activities during similar circumstances.
Sweta Patnaik, CPUT, South Africa
Stream: Curriculum Design & Development
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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