Due to the pandemic crisis, institutions opted for an unplanned online teaching for the safety of its students.
While some believe that emergency remote teaching is as effective as other types of online teaching, others argue that this unplanned procedure diminished the effectiveness of distance learning and would hardly lead to ultimate success.
Hi! Hard question to answer, because there are so many other variables. Student access to broadband connection, hardware and a study place, teacher’s motivation to get it all to work versus just blame the upcoming conditions, teacher’s digital general skills, the character of the course in question, etc.
The emergency model seem to have worked well in many cases and I think we will see many small innovations as result in the longer run, and a weakening of the classroom / lecture hall model as the default for everything.
Perhaps time in terms of capacity ... but discussions about hybrid teaching & learning was already happening for many years!
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I think that "remote" implies that there is a physical-center or place which is the main reference in terms of education, such as a school, a university. Its meaning es equal to exceptional or emergency. While online learning (or what today's "hybrid" means) reflects a new nature of learning and teaching involving both physical and virtual/digital. Best
Proper online teaching is theory-based and the result of a long, thoughtful planning process.
What many students experienced in the spring of 2020 was hasty and often poorly-thought out.
FromArticle Teacher Experiences in Converting Classes to Distance Learni...
"Many scholars have observed that courses that are converted to distance learning on an emergency basis are not true online distance learning (ODL) classes because they are often not well-considered, theory-based instructional designs for sustainable online learning but rather are “ad-hoc, low fidelity mitigation strategies” (Gardner, 2020, March 20, p. 2). Professors who converted their classes to distance learning often did not have the expertise required for online teaching and learning pedagogy, finding it to be an intimidating task (Petzold, 2020). The challenges were complicated by the fact that the majority of higher education teachers have never actually taken a course in teaching (Bailey & Card, 2009), much less about instructional design for online learning."
The emergency teaching done during covid-19 pandamic was not educationally planned. Take example from Uganda. Handouts given were not mayching with term curriculum coverage hence as schools open teachers may not set examinations in reference to those handouts in primary schools.
The handouts did not have further study referred to existing resource books given to primary schools in Uganda by ministry of education.
Emergency teaching in primary schools therefore was a waste of government funds.
In universities most private universities photocopied downloaded learning materials with no reference for further reading to students.
Emergency teaching was cheating not teaching in developing countries.
Article The Difference Between Emergency Remote Teaching and Online Learning
https://www.uopeople.edu/blog/emergency-remote-teaching-vs-online-learning/
Huge difference. Emergency remote teaching is literally a quick move to remote teaching where the focus was more on teaching need as in how do you delivery the content in a different modality vs. a well designed online course is learner centered and designed for engagement and learning. A well designed online course will show better outcomes.
This by the way, sounds like a very interesting phenomena to research, given certain variables.
I totally concur with the possible adverse effect, especially in the long term, of unplanned online teaching and learning, or any other form of teaching and learning for that matter, where initial planning is disregarded. As they say, not planning is equivalent to planning to fail! Online learning, Open and Distance Learning, eLearning and so on, all remote learning methodologies, if you ask me, are definitely innovation systems right on time in the current order of the social and economic dynamics of our times. However, there is a real danger that unplanned, soon or later, negative repercussions will start to be experienced, and the worst losers may very well be the best gainers today - the learners.
Online learning is a long-term approach to education, geared toward a sustainable and diverse knowledge via virtual delivery. Its methodology is incredibly different from the onsite learning. Emergent remote teaching is the same teaching that has been happening onsite, which has been temporarily moved to the online medium. It's short-term oriented.
Ao falarmos de Educação OnLine, estamos usando um termo comum, que compreende o ER e o EAD. Este modelo se refere ao fato de que as aulas ocorrem a distância, utilizando tecnologias e plataformas digitais, ou seja, as aulas instituições oferecem aulas por transmissões ao vivo todos os dias, ou por um banco de aulas gravadas ou mesmo fazem chamadas de vídeos com alunos individuais em horários marcados.
A Educação Remota tem aulas gravadas, mas geralmente são ao vivo. A característica mais comum, no entanto, é que elas acontecem – ou são disponibilizadas – nos dias e horários em que aconteceriam as aulas presenciais, com material personalizado, com um plano de ensino próprio e um cronograma adaptado para a situação. Alunos e professores estão sempre interagindo nas aulas remotas, e é possível tirar dúvidas durante as aulas ou por outros meios de comunicação. As avaliações finais também são personalizadas de acordo com o conteúdo visto nas aulas, considerando as condições dos participantes.
A Educação a distância é a forma de educação online mais conhecida. Afinal, existem cursos que são oferecidos nesta modalidade por diversas instituições de ensino superior. A maioria das aulas são gravadas, com algumas videoconferências para tirar as possíveis dúvidas dos alunos. Em alguns casos, o curso é totalmente gravado e o aluno não fala diretamente com o professor e sim com um tutor por e-mail ou mensagens para tirar as dúvidas existentes. O material utilizado pelos alunos é uniformizado e reproduzido em larga escala. O calendário e cronograma letivo é unificado, as avaliações dos alunos são padronizadas e corrigidas em larga escala.
Remote learning has taught teachers and university professors many new skills in the sphere of ICT, electronic means, new platforms for synchronic and asynchronic communication. That is the advantage. Nevertheless, as teachers were not prepaid for it, many of them simply transferred their traditional methods of teaching into digital education. But it is not correct. Only now, almost after a year period of remote learning (with some episodes of returning to F2F learning), some valuable research papers have started to appear how to combine traditional education with new electronic opportunities.
As has been said, online learning is a planned and well structured process to allow students who cannot be in the classroom for any reason to receive their education via the computer. Remote learning that was done in response to the pandemic was not well planned. It was done too quickly and by teachers who did not know how to do it well, resulting in frustration and pain for teachers and students alike. These two versions of online teaching are in no way comparable.
Hi Jouhaina,
Take a look at this the article:
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
As far as I know, it's the first to suggest the concept of Emergency Remote teaching to designate what happend in this pandemic.
En el área clínica de la facultad de medicina de la Universidad Nacional de San Agustín de Arequipa Perú, en años anteriores ya habíamos hecho avances en el manejo de TICS y de LMS (Moodle) desarrollando aulas virtuales con diversos grados de desarrollo en cada uno de los departamentos del área clínica. Cuando vino la emergencia sanitaria, los departamentos que habíamos avanzado mas en el uso de esos recursos pudimos adaptarnos mejor y más fácilmente que otros departamentos que tuvieron una actitud de rechazo a la adaptación a la modalidad virtual y al uso de LMS, algunos de los cuales permanecieron así durante varios meses hasta que con mucha dificultad fueron adaptándose, pero con muchas dificultades y con mucha insatisfacción por parte de los estudiantes.
En el departamento de cirugía desarrollamos, adaptamos y adoptamos varias herramientas que ofrecimos a nuestros estudiantes. Así usamos como principal el CASO CLINICO TIPO, usamos la herramienta del PROFESOR-PACIENTE, trabajamos (no todos) la estrategia del DIAGNOSTICO POR APROXIMACIONES SUCESIVAS, el ANALISIS FISIOPATOLOGICO DEL DIAGNOSTICO CLÍNICO, reforzamos mucho aspectos SEMIOLOGICOS del trabajo clínico, hicimos capacitación en SIMULACIÓN CLÍNICA VIRTUAL, desarrollando ESCENARIOS DE SIULACIÓN basados en TABLAS DE ESPECIFICACIÓN BASADAS EN COMPETENCIAS, continuamos usando las RUBRICAS como guía para el diseño de las actividades prácticas y para la evaluación tanto continua como sumativa, etc.
Creo que el trabajo desarrollado en este año, respondiendo con todo eso al reto de dar continuidad a nuestra docencia ha sido muy aleccionador para nosotros y estamos en la tarea de evaluar el nivel de aprendizaje obtenido por nuestros estudiantes mediante una investigación que usará ECOE para comparar a los alumnos que trabajaron este año con enseñanza virtual y los que trabajaron en años anteriores con enseñanza presencial (respecto a los temas del curso que trabajamos este año).
He leído mucha información que dice que el aprendizaje ha sido igual, tanto en enseñanza presencial como virtual. Si esto ha sido así en nuestra facultad, creo que habrá sido un éxito, haber podido dar por lo menos lo que ya se daba, pero mi percepción empírica es que hemos logrado mejor aprendizaje en nuestros estudiantes. Eso lo podremos saber al terminar nuestra investigación
Ya les contaremos. Saludos
Online teaching is an on-going, well-planned teaching event while Emergency Remote teaching is set up temporarily to meet up with students' instructional needs in times of crises, disasters or emergencies.
Emergency Remote Teaching is difficult at onset for both students and teachers because of the necessary adjustments made to be conversant with the new learning environment. For example, moving practical laboratory experiences which was formerly face to face is not easy for teachers. It also takes time for students to be conversant with the new learning environment.
In the Online learning environment learner's are already acquainted with d environment and this facilitates learning. It is optional in that one can choose not to be involved in it. Emergency Remote Teaching on the other hand is imposed on learners by unforeseen circumstances and as such, it is compulsory and not optional.
My university's switch to all remote teaching came quickly and with little time to prepare. My becoming comfortable with the switch likely took me longer than many of my peers given my general discomfort with technology and never having used a platform like Zoom.
Having said that, all instructors continue to receive guidance and direction from the university, so that's been a positive. In addition to my feeling comfortable, and more effective, with the changes, another challenge has been the responses of the students.
Generally the feedback has been positive and I've learned that students in every class I teach have formed class support groups, if you will, that seems to be resulting in their forming strong relationships. Since a cohort model is one within which we work, those relationships are important.
My perception is that the more comfortable I become with technology and the more I vary the methods of teaching, the more productive the time spent online. I have researched remote teaching methodologies and find their application to enhance remote learning. I would be curious what research indicates.
Although during this year 2020 there has been extensive reflection and research on the effect of the COVID19 pandemic on the teaching and learning of mathematics and on research in Mathematics Education, in a certain way it is inevitable to continue keeping this problem in mind, since On the one hand, it seems that the pandemic is going to be with us for longer than was thought at some point; and on the other hand, it also seems that some of the actions that have been carried out to face the educational challenges of the pandemic will continue in the future. When writing this report, it seems clear that 2021 will be a year of uncertainties as a consequence of the pandemic, in particular it will be for the teaching of mathematics and for research in Mathematics Education, since it seems that they will be different in many aspects than already, More or less, we know what they are and what they will be, also, in others that we do not yet know (Castro et. al, 2020; Font & Sala, 2020).
In my opinion for emergency remote teaching no body makes a plan as it happens suddenly and meanwhile we have to plan for its execution, later on we see its implications and effectiveness. While in case of online teaching, institutes prepare a plan for teaching learning process as has been observed through virtual classes arranged by several Higher educational institutes.
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