edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2021-5-116-130edscience-2158Research ArticleПРОБЛЕМЫ КАЧЕСТВА ОБРАЗОВАНИЯISSUES IN QUALITY EDUCATIONОжидаемое удовлетворение экстренным переходом к дистанционному обучению в условиях COVID-19: исследование в сфере высшего образованияThe perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher educationhttps://orcid.org/0000-0003-3253-5133ФуксК.FuchsK.

Фукс Кевин - магистр (информатика), преподаватель факультета гостеприимства и туризма.

Пхукет.

Kevin Fuchs - M. Sci. (Computer Science), Lecturer, Faculty of Hospitality and Tourism, Prince of Songkla University.

Phuket.

kevin.f@phuket.psu.ac.thhttps://orcid.org/0000-0002-2818-6746КаррилаС.KarrilaS.

Каррила Сеппо - PhD (химическая инженерия), доцент факультета науки и промышленных технологий.

Сураттани.

Seppo Karrila - PhD (Chemical Engineering), Associate Professor, Faculty of Science and Industrial Technology, Prince of Songkla University.

Surat Thani.

seppo.karrila@gmail.comУниверситет Принца СонгклаТаиландPrince of Songkla UniversityThailand202123052021235116130Copyright © Фукс К., Каррила С., 20212021Фукс К., Каррила С.Fuchs K., Karrila S.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2158Введение

Введение. Онлайн-обучение - это устоявшаяся педагогическая парадигма, которая исследовалась и обсуждалась с разных точек зрения. Преподаватели связывают с онлайн-образованием множество возможностей и проблем, а беспрецедентная глобальная пандемия COVID-19 сделала традиционное обучение в классе временно невозможным. Экстренное дистанционное обучение (Emergency Remote Teaching - ERT) - это недавно появившаяся подпарадигма, которая обладает характеристиками и проблемами, которые отличаются от присутствующих в традиционном онлайн-обучении.

Методология и методы исследования. В настоящем исследовании количественно изучались взгляды 219 студентов на наиболее важные атрибуты, связанные с экстренным дистанционным обучением, оценивалась их удовлетворенность ERT и анализировалась взаимосвязь между социально-демографическими факторами.

Результаты и научная новизна. Описательный анализ показал, что большинство студентов предпочитали традиционную организацию занятий в классе, в то время как они были удовлетворены альтернативным экстренным дистанционным обучением с полностью виртуальным обучением. Кроме того, студенты оценили осведомленность, дружелюбие и терпение как наиболее важные характеристики своего преподавателя в этих необычных обстоятельствах.

Практическая значимость

Практическая значимость. Данное исследование информирует преподавателей о восприятии и предпочтениях учащихся в этих чрезвычайных обстоятельствах неопределенной продолжительности.

Introduction

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.

Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.

Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.

Practical significance

Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

экстренное дистанционное обучениеанализ важности и эффективностикачественное образованиеCOVID-19онлайн-образованиеemergency remote teachingimportance-performance analysisquality educationCOVID-19online educationReferencesKirkwood A., Price L. Technology-enhanced learning and teaching in higher education: what is ‘enhanced'and how do we know? A critical literature review. Learning, Media and Technology. 2014; 39 (1): 6-36. DOI: 10.1080/17439884.2013.770404Kirkwood A., Price L. Technology-enhanced learning and teaching in higher education: what is ‘enhanced'and how do we know? A critical literature review. Learning, Media and Technology. 2014; 39 (1): 6-36. DOI: 10.1080/17439884.2013.770404Salem H. S. Digitization of the health and education sectors in the Palestinian society, in view of the United Nations sustainable development goals. In: Brauweiler H. C., Kurchenkov V., Abilov S., Zirkler B. (eds.). Digitalization and industry 4.0: Economic and societal development. Wiesbaden: Springer Gabler; 2020. p. 53-89. DOI: 10.1007/978-3-658-27110-7_4Salem H. S. Digitization of the health and education sectors in the Palestinian society, in view of the United Nations sustainable development goals. In: Brauweiler H. C., Kurchenkov V., Abilov S., Zirkler B. (eds.). Digitalization and industry 4.0: Economic and societal development. Wiesbaden: Springer Gabler; 2020. p. 53-89. DOI: 10.1007/978-3-658-27110-7_4Naranjo J. Meeting the need for inclusive educators online: Teacher education in inclusive special education and dual-certification. In: Polly D., Putman M., Petty T. M., Good A. J. (eds.). Innovative practices in teacher preparation and graduate-level teacher education programs. Hershey PA: IGI Global; 2018. p. 106-122. DOI: 10.4018/978-1-5225-3068-8.ch007Naranjo J. Meeting the need for inclusive educators online: Teacher education in inclusive special education and dual-certification. In: Polly D., Putman M., Petty T. M., Good A. J. (eds.). Innovative practices in teacher preparation and graduate-level teacher education programs. Hershey PA: IGI Global; 2018. p. 106-122. DOI: 10.4018/978-1-5225-3068-8.ch007Dumford A. D., Miller A. L. Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education. 2018; 30 (3): 452-465. DOI: 10.1007/s12528-018-9179-zDumford A. D., Miller A. L. Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education. 2018; 30 (3): 452-465. DOI: 10.1007/s12528-018-9179-zMalan M. Engaging students in a fully online accounting degree: An action research study. Accounting Education. 2020; 29 (4): 321-339. DOI: 10.1080/09639284.2020.1787855Malan M. Engaging students in a fully online accounting degree: An action research study. Accounting Education. 2020; 29 (4): 321-339. DOI: 10.1080/09639284.2020.1787855Martin F., Bolliger D. U. Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning. 2018; 22 (1): 205-222. DOI: 10.24059/olj.v22i1.1092Martin F., Bolliger D. U. Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning. 2018; 22 (1): 205-222. DOI: 10.24059/olj.v22i1.1092Nugroho R. A., Basari A., Suryaningtyas V. W., Cahyono S. P. University students' perception of online learning in Covid-19 pandemic: A case study in a translation course. In: 2020 International Seminar on Application for Technology of Information and Communication (iSemantic) IEEE; 2020 Sept 19-20; Semarang, Indonesia. USA: Institute of Electrical and Electronics Engineers (IEEE ); 2020. p. 225-231. DOI: 10.1109/iSemantic50169.2020.9234251Nugroho R. A., Basari A., Suryaningtyas V. W., Cahyono S. P. University students' perception of online learning in Covid-19 pandemic: A case study in a translation course. In: 2020 International Seminar on Application for Technology of Information and Communication (iSemantic) IEEE; 2020 Sept 19-20; Semarang, Indonesia. USA: Institute of Electrical and Electronics Engineers (IEEE ); 2020. p. 225-231. DOI: 10.1109/iSemantic50169.2020.9234251Loh C., Wong D. H., Quazi A., Kingshott R. P. Re-examining students' perception of e-learning: An Australian perspective. International Journal of Educational Management. 2016. DOI: 10.1108/IJEM-08-2014-0114Loh C., Wong D. H., Quazi A., Kingshott R. P. Re-examining students' perception of e-learning: An Australian perspective. International Journal of Educational Management. 2016. DOI: 10.1108/IJEM-08-2014-0114Bali S., Liu M. C. Students' perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series. 2018; 1108 (1): 012094. DOI: 10.1088/17426596/1108/1/012094Bali S., Liu M. C. Students' perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series. 2018; 1108 (1): 012094. DOI: 10.1088/17426596/1108/1/012094Shih W. L., Tsai C. Y. Students' perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology. 2017; 33 (5): 107-121. DOI: 10.14742/ajet.2884Shih W. L., Tsai C. Y. Students' perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology. 2017; 33 (5): 107-121. DOI: 10.14742/ajet.2884Hung M. L., Chou C., Chen C. H., Own Z. Y. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010; 55 (3): 1080-1090. DOI: 10.1016/j.compedu.2010.05.004Hung M. L., Chou C., Chen C. H., Own Z. Y. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010; 55 (3): 1080-1090. DOI: 10.1016/j.compedu.2010.05.004Adam S., Nel D. Blended and online learning: student perceptions and performance. Interactive Technology and Smart Education. 2009; 6 (3): 140-155. DOI: 10.1108/17415650911005366Adam S., Nel D. Blended and online learning: student perceptions and performance. Interactive Technology and Smart Education. 2009; 6 (3): 140-155. DOI: 10.1108/17415650911005366Tsai C. L., Cho M. H., Marra R., Shen D. The Self-Efficacy Questionnaire for Online Learning (SeQoL). Distance Education. 2020; 41 (4): 472-489. DOI: 10.1080/01587919.2020.1821604Tsai C. L., Cho M. H., Marra R., Shen D. The Self-Efficacy Questionnaire for Online Learning (SeQoL). Distance Education. 2020; 41 (4): 472-489. DOI: 10.1080/01587919.2020.1821604Hodges C., Moore S., Lockee B., Trust T., Bond A. The difference between emergency remote teaching and online learning. Educause Review. 2020; 27 (1): 1-9.Hodges C., Moore S., Lockee B., Trust T., Bond A. The difference between emergency remote teaching and online learning. Educause Review. 2020; 27 (1): 1-9.Shim T. E., Lee S. Y. College students' experience of emergency remote teaching due to COVID-19. Children and Youth Services Review. 2020; 119: 105578. DOI: 10.1016/j.childyouth.2020.105578Shim T. E., Lee S. Y. College students' experience of emergency remote teaching due to COVID-19. Children and Youth Services Review. 2020; 119: 105578. DOI: 10.1016/j.childyouth.2020.105578Kyne S. H., Thompson C. D. The COVID Cohort: Student transition to university in the face of a global pandemic. Journal of Chemical Education. 2020; 97 (9): 3381-3385. DOI: 10.1021/acs.jchemed.0c00769Kyne S. H., Thompson C. D. The COVID Cohort: Student transition to university in the face of a global pandemic. Journal of Chemical Education. 2020; 97 (9): 3381-3385. DOI: 10.1021/acs.jchemed.0c00769Fuchs K. Preparing students for success in a changing world: The role of virtual whiteboards in the modern classroom. Education Quarterly Reviews. 2018; 4 (1): 151-158. DOI: 10.31014/aior.1993.04.01.182Fuchs K. Preparing students for success in a changing world: The role of virtual whiteboards in the modern classroom. Education Quarterly Reviews. 2018; 4 (1): 151-158. DOI: 10.31014/aior.1993.04.01.182Wilcox B., Vignal M. Recommendations for emergency remote teaching based on the student experience. The Physics Teacher. 2020; 58: 374. DOI: 10.1119/10.0001828Wilcox B., Vignal M. Recommendations for emergency remote teaching based on the student experience. The Physics Teacher. 2020; 58: 374. DOI: 10.1119/10.0001828Gelles L. A., Lord S. M., Hoople G. D., Chen D. A., Mejia J. A. Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences. 2020; 10 (11): 304. DOI: 10.3390/educsci10110304Gelles L. A., Lord S. M., Hoople G. D., Chen D. A., Mejia J. A. Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences. 2020; 10 (11): 304. DOI: 10.3390/educsci10110304Cameron-Standerford A., Menard K., Edge C. U., Bergh B., Shayter A., Smith K., VandenAvond L. The phenomenon of moving to online/distance delivery as a result of Cov-id-19: Exploring initial perceptions of higher education faculty at a rural Midwestern University. Frontiers in Education. 2020; 5 (1): 203. DOI: 10.3389/feduc.2020.583881Cameron-Standerford A., Menard K., Edge C. U., Bergh B., Shayter A., Smith K., VandenAvond L. The phenomenon of moving to online/distance delivery as a result of Covid-19: Exploring initial perceptions of higher education faculty at a rural Midwestern University. Frontiers in Education. 2020; 5 (1): 203. DOI: 10.3389/feduc.2020.583881Downer J. T., Locasale-Crouch J., Hamre B., Pianta R. Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development. 2009; 20 (3): 431-455. DOI: 10.1080/10409280802688626Downer J. T., Locasale-Crouch J., Hamre B., Pianta R. Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development. 2009; 20 (3): 431-455. DOI: 10.1080/10409280802688626Michaelsen A. S. The digital classroom: Transforming the way we learn. New York: Routledge; 2020. 138 p.Michaelsen A. S. The digital classroom: Transforming the way we learn. New York: Routledge; 2020. 138 p.Ilgaz H., Gulbahar Y. A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning. 2015; 16 (2): 171-187. DOI: 10.19173/irrodl.v16i2.2117Ilgaz H., Gulbahar Y. A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning. 2015; 16 (2): 171-187. DOI: 10.19173/irrodl.v16i2.2117Tabor J. W. Chaos: exploring an engaging online model for rapid application during the pandemic. Educational Technology Research and Development. 2020: 1-4. DOI: 10.1007/s11423-020-09878-yTabor J. W. Chaos: exploring an engaging online model for rapid application during the pandemic. Educational Technology Research and Development. 2020: 1-4. DOI: 10.1007/s11423-020-09878-yKauffman H. A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology. 2015; 8 (2): 23. DOI: 10.3402/rlt.v23.26507Kauffman H. A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology. 2015; 8 (2): 23. DOI: 10.3402/rlt.v23.26507

The authors declare that there are no conflicts of interest present.