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Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

Blessy Prabha Valsaraj (Department of Community & Mental Health, College of Nursing, Sultan Qaboos University, Muscat, Oman)
Bhakti More (School of Design and Architecture, Manipal Academy of Higher Education Dubai Campus, Dubai, United Arab Emirates)
Seena Biju (School of Management and Business, Manipal International University, Nilai, Malaysia)
Valsaraj Payini (Department of Food & Beverage Service , Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, India)
Vinod Pallath (Medical Education and Research Development Unit, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 19 May 2021

Issue publication date: 4 October 2021

2231

Abstract

Purpose

During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT.

Design/methodology/approach

A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation.

Findings

The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery.

Research limitations/implications

The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions.

Practical implications

The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study.

Social implications

The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning.

Originality/value

The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

Keywords

Acknowledgements

The authors acknowledge the respondents of this qualitative study for sharing their experiences of the ERT.

Citation

Valsaraj, B.P., More, B., Biju, S., Payini, V. and Pallath, V. (2021), "Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis", Interactive Technology and Smart Education, Vol. 18 No. 3, pp. 319-344. https://doi.org/10.1108/ITSE-09-2020-0198

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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