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What is Emergency Remote Teaching

Chapter 4
Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
Teaching modality carried out partially or totally online due to circumstances of crisis (such as natural disasters, wars, or health emergencies). It constitutes a temporary change in the form of instruction until the crisis or emergency has ended.
Published in Chapter:
The Potential of English for Social Purposes and Cooperation for Emergency Remote Language Teaching: Action Research Based on Future Teachers' Opinions
Francisco Javier Palacios-Hidalgo (University of Córdoba, Spain) and Cristina A. Huertas-Abril (University of Córdoba, Spain)
Copyright: © 2021 |Pages: 23
DOI: 10.4018/978-1-7998-6922-1.ch004
Abstract
Due to the COVID-19 pandemic, it is necessary to explore new practices in language teacher education. English for Social Purposes and Cooperation, a socially-responsive and technology-friendly approach to English language learning, may help students around the world continue learning from home. This chapter analyzes the perceptions of a group of pre-service teachers after designing socially responsive materials specially created for the COVID-19 crisis. Action research is employed to improve teacher educators' activity and pre-service teachers' training, and a mixed-method approach based on grounded theory and content analysis is performed. Findings show that the experience has provided participants with meaningful examples of material design. This encourages teacher educators to include the proposed approach in their teaching and reveals the need for specific training in material design. Results may help prove the potential of action research for improving the teaching practice.
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Chapter 6
From Face-to-Face to Digital Learning: Implications for Pedagogy, Learning Design, and Instruction
The digital, fully remote delivery of teaching that would otherwise take place on campus, as a response to COVID-19.
Published in Chapter: From Face-to-Face to Digital Learning: Implications for Pedagogy, Learning Design, and Instruction; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 3
Online Formative Assessment via the E-Portfolio: Attitudes of Greek and Russian EFL University Students
A temporary shift from face-to-face instruction to online teaching due to extenuating circumstances, such as a pandemic
Published in Chapter: Online Formative Assessment via the E-Portfolio: Attitudes of Greek and Russian EFL University Students; From: Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback
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Chapter 12
Beyond High-Stakes Assessment
Unplanned, rapid transition from traditional to online teaching due to emergency circumstances – requiring teachers and instructors to adapt and change instructional plans in shortened timeframes.
Published in Chapter: Beyond High-Stakes Assessment; From: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
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Chapter 5
Didactic, Technological, and Social Challenges in Portuguese Higher Education During the Pandemic Confinement: Testimonials of Experienced Educational Trainers
Direct transposition from face-to-face learning to distant learning without pedagogical concerns. Emergency teaching period lived in times of crisis, in which the main concern is to maintain contact between schools and students.
Published in Chapter: Didactic, Technological, and Social Challenges in Portuguese Higher Education During the Pandemic Confinement: Testimonials of Experienced Educational Trainers; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 4
Engaging Students in Emergency Remote Teaching: Strategies for the Instructor
Teaching conducted online due to a crisis situation which makes it impossible to conduct face-to-face lessons.
Published in Chapter: Engaging Students in Emergency Remote Teaching: Strategies for the Instructor; From: Fostering Meaningful Learning Experiences Through Student Engagement
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Chapter 1
Online Teaching Satisfaction and Technostress at Japanese Universities During Emergency Remote Teaching
A method of teaching delivery due to a sudden emergency, conducted entirely long-distance via postal service correspondence or the internet.
Published in Chapter: Online Teaching Satisfaction and Technostress at Japanese Universities During Emergency Remote Teaching; From: Transferring Language Learning and Teaching From Face-to-Face to Online Settings
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Chapter 11
Caught Short During COVID-19: Transferring Lessons Learned to the Science Classroom
Term given to the sudden switch to online teaching created by the COVID-19 crisis.
Published in Chapter: Caught Short During COVID-19: Transferring Lessons Learned to the Science Classroom; From: Designing Effective Distance and Blended Learning Environments in K-12
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Chapter 2
“We Are All in This Together”: Remote Teaching and Learning Self-Efficacy During COVID-19
Synchronous instruction delivered live to students by an instructor using video and/or audio-conferencing tools when the instruction was originally planned to take place face to face.
Published in Chapter: “We Are All in This Together”: Remote Teaching and Learning Self-Efficacy During COVID-19; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Chapter 18
A Systematic Review of the Impact of the COVID-19 Pandemic on the Learning Environment of Immigrant English Learners in the United States
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Chapter 7
Shifting to Online Learning Through Faculty Collaborative Support
Shifting in-person instruction online due to unforeseen circumstances.
Published in Chapter: Shifting to Online Learning Through Faculty Collaborative Support; From: eLearning Engagement in a Transformative Social Learning Environment
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Chapter 2
Remote University Supervision of Student Teachers: Lessons and Recommendations
The global COVID-19 pandemic necessitated shifts away from face-to-face instruction to remote-delivery instruction, using tools such as videoconferencing and learning management systems typically reliant on technology but also accomplished in some places via delivery of physical materials such as books and paper packets.
Published in Chapter: Remote University Supervision of Student Teachers: Lessons and Recommendations; From: Preparing Faculty for Technology Dependency in the Post-COVID-19 Era
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Chapter 5
Best Practices for Emergency Remote Teaching
Nonpermanent rapid adjustments to the mode of course delivery in response to situations which are catastrophic in nature.
Published in Chapter: Best Practices for Emergency Remote Teaching; From: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy
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Chapter 24
Preschool Teacher Evaluations of the Distance Education Process
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Chapter 1
Navigating Emergency Remote Teaching During the COVID-19 Pandemic: A Case Study of Rural Elementary Teachers
Emergency remote teaching can be defined as a shift of instructional delivery to a substitute delivery approach during a crisis (Hodges, Moore, Lockee, Trust, & Bond, 2020).
Published in Chapter: Navigating Emergency Remote Teaching During the COVID-19 Pandemic: A Case Study of Rural Elementary Teachers; From: Cases on Innovative and Successful Uses of Digital Resources for Online Learning
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Chapter 17
Supporting Faculty and Students During Pandemic Conditions: An Online Department Chair's Perspective
Nonpermanent rapid adjustments to the mode of course delivery in response to situations which are catastrophic in nature.
Published in Chapter: Supporting Faculty and Students During Pandemic Conditions: An Online Department Chair's Perspective; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 10
Eureka!: Maximizing Elementary Science Learning Through Adaptation of Remote Learning Practices
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Chapter 11
Academic Motivation Within COVID-19 Isolation
It is the type of education that was given to students urgently during the Covid-19 period and was carried out as a necessity rather than an option.
Published in Chapter: Academic Motivation Within COVID-19 Isolation; From: Motivation, Volition, and Engagement in Online Distance Learning
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Chapter 21
What Is It They Want?: Student Perceptions of Emergency Remote Teaching
A temporary change in instructional modes due to crisis situations such as war or natural disasters. It may be carried out through technological or non-technological means, though the term remote implies that instruction takes places outside the classroom. Thus, it is not the same as online or blended learning.
Published in Chapter: What Is It They Want?: Student Perceptions of Emergency Remote Teaching; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Chapter 3
Distance Education and Teacher Training: Perspectives for the Development of Digital Skills
Process of mediation of teaching and learning characterized by the emergency character that proposes the use of digital technologies in specific circumstances of social isolation for classes previously prepared in the classroom format.
Published in Chapter: Distance Education and Teacher Training: Perspectives for the Development of Digital Skills; From: Impact of Digital Transformation in Teacher Training Models
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Chapter 16
Challenges in Pharmacy Education With Limited Resources During COVID-19: ASEAN Perspective
A rapid transition to alternate educational delivery in response to an emergency or crisis that prevents teachers and learners from safely occupying the same physical space.
Published in Chapter: Challenges in Pharmacy Education With Limited Resources During COVID-19: ASEAN Perspective; From: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
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