ABSTRACT

Sudden transition to emergency remote teaching (ERT) caused a chaotic situation for not only those institutions with no or insufficient prior experience but also experienced ones all around the world. Experts expressed their concerns about inappropriateness of assessing remote teaching during especially the first stages of the global pandemic and urged to conduct scientific studies to develop a better insight about what was happening. This qualitative study intended to develop an understanding about the instructors’ perspectives towards the ERT. However, apart from similar early studies, it also proposed to test the employment of the socio-ecological model (SEM) as a theoretical or conceptual base for describing those perspectives. The results have shown that the SEM might be an effective framework to describe the perspectives of the different stakeholders on the ERT. Also, the study has shown that the instructors did see the ERT as a temporary situation that will be over soon, and they will go back to face-to-face classrooms, same as described in the definition of ERT.

摘要

突然过渡到紧急远程教学 (ERT) 不仅对那些没有经验或经验不足的机构，而且对世界各地有经验的机构都造成了混乱。专家们对评估远程教学的不当之处表示担忧，尤其是在全球大流行的第一阶段，并敦促开展科学研究以更好地了解正在发生的事情。这项定性研究旨在了解教师对 ERT 的看法。然而，除了类似的早期研究，它还建议测试社会生态模型 (SEM) 作为描述这些观点的理论或概念基础的使用。结果表明，SEM 可能是描述不同利益相关者对 ERT 观点的有效框架。此外，研究表明，教师确实将 ERT 视为一种很快就会结束的临时情况，他们将回到面对面的课堂，与 ERT 定义中的描述相同。