Title: From Emergency Remote Teaching to Blended Learning: Learning from the Challenges
Stream: Instructional Design and Learning Sciences
Presentation Type: Oral Presentation
Authors:
Serge Gabarre, University of Nizwa, Oman
Cécile Gabarre, University of Nizwa, Oman
Abstract:
In response to the COVID-19 pandemic, most universities shifted from an on-campus mode of delivery to online teaching and learning. Under these trying circumstances and with little foresight, emergency remote teaching scenarios were put in place. As distance learning became the norm, plans were devised and implemented. The current study was conducted in an Omani private university. The sample consisted of 163 faculty in the College of Arts and Sciences. Quantitative data on the faculty’s readiness to switch to e-learning as well as on their teaching approaches were collected during five semesters. Descriptive statistics were used for the analysis. Qualitative data on the challenges encountered were collected and analyzed using thematic coding and diagramming. The quantitative results revealed that the transition to emergency remote teaching lasted 10 weeks. Over this period, the instructors’ readiness to teach online gradually increased. At the same time, the number of online resources available to the students constantly increased. The qualitative findings identified impeding factors which included both technological and pedagogical issues. These were addressed as the mode of teaching shifted to blended learning. The technological acceptance model was used to frame the shift from emergency remote teaching to blended learning. Over the five semesters of online teaching, best practices were incorporated in the blended learning guidelines to ensure a better experience for faculty and students. These are still relevant in a context of uncertainty with the emergence of new COVID-19 variants.
Conference Comments & Feedback
Place a comment using your LinkedIn profileShare this Presentation
Comments
Powered by WP LinkPress