Emergency remote teaching (ERT) during the Covid-19 pandemic: a case study of experiences and challenges of lecturers
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 4 May 2023
Issue publication date: 12 June 2023
Abstract
Purpose
The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.
Design/methodology/approach
A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.
Findings
The findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.
Research limitations/implications
Despite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.
Practical implications
Practical education management and public-policy implications are evident and recommendations are made based on the emergent themes.
Social implications
The findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.
Originality/value
This research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.
Keywords
Citation
Wong, T.A., Cheah, W.C. and Dorai, B.J. (2023), "Emergency remote teaching (ERT) during the Covid-19 pandemic: a case study of experiences and challenges of lecturers", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 3, pp. 575-586. https://doi.org/10.1108/HESWBL-02-2023-0053
Publisher
:Emerald Publishing Limited
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