Emergency Remote Teaching vs. Online Learning: Key Differences
Emergency Remote Teaching (ERT) typically involves a rapid transition from traditional face-to-face instruction to an online format due to unforeseen circumstances such as natural disasters, public health emergencies, or other crises. It is important to note that “well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster” [1]. In ERT, the primary focus is often on maintaining continuity of instruction rather than comprehensive pedagogical redesign. As a result, educators may quickly adapt materials and activities for the online environment, which may not always align with best practices for online learning. This can potentially result in reduced student engagement and learning outcomes.
In contrast, online learning is characterized by intentional design and pedagogical approaches specifically crafted for the digital environment. Courses designed for online learning undergo careful planning, including the development of clear learning objectives, multimedia content creation, and the implementation of interactive learning activities. Online courses are typically structured to foster active learning, collaborative problem-solving, and critical thinking skills through the use of diverse instructional strategies such as discussion forums, multimedia presentations, and interactive simulations. The pedagogical approach in online learning prioritizes student-centeredness and flexibility, aiming to facilitate deep learning experiences regardless of physical location or time constraints.
While both ERT and online learning involve digital instruction, the distinctions lie in their approach to pedagogy, design, and technological support, highlighting the importance of considering these factors in educational delivery.
Challenges and Considerations for ERT
Emergency Remote Teaching (ERT) can compromise the quality of courses due to its rapid development. Instructors may lack time to create engaging materials, affecting student engagement and learning outcomes. Transparent communication with students about the temporary nature of these courses and offering options for retaking or supplementing them later is crucial. ERT should be recognized as a temporary solution, and efforts should be made to mitigate its limitations to ensure a meaningful learning experience. A significant concern is the degree to which the accessibility of learning materials might not be addressed during ERT. This is one reason why universal design for learning (UDL) should be part of all discussions around teaching and learning. UDL principles focus on designing learning environments that are flexible, inclusive, and student-centered to ensure that all students can access and learn from the course materials, activities, and assignments [1].
The general challenges around ERT in education are as follows [5].
- Technology – devices, equipment, Internet connectivity
- Socio-economic factors – accessibility and availability of technology
- Human intrusions – conduciveness of the home environment
- Digital competence – skills, knowledge, and attitude of students, teachers and lecturers
- Assessment and supervision – the integrity of the academic system
- Heavy workload – teachers, lecturers, and administrators have to produce online teaching material
- Compatibility – the compatibility of online learning with disciplines that require laboratory, clinical, and other practical training
Universal Design for Learning (UDL)
The principles of UDL have been discussed for a long time, but the pandemic has highlighted the necessity of their broader application. Not only are technology devices essential for success in the online environment, but the design of the online program—including the instructor, the curriculum, and student support services—accompanied by a strong sexampleense of community and connectedness within the program, is also significant [2].
UDL is defined as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” [3]. The principles of UDL play a crucial role in adapting learning materials to be accessible in distance learning. Lecturers should be encouraged to use technology more extensively to reach students of different abilities and ensure that content is available in multiple formats, such as video, interactive material, etc.
To effectively implement UDL strategies, lecturers need professional development and training. There is a need for ongoing support to help lecturers adapt to the new teaching landscape. Traditional assessment methods were challenged during the pandemic. UDL encourages diverse assessment techniques that accommodate different learning styles and abilities. UDL is instrumental in designing flexible curricula catering to in-person and remote learners while ensuring an inclusive learning environment.
Overall, the findings suggest that UDL, through the principle of “Provide Multiple Means of Engagement,” has value in its own right in recruiting and sustaining student interest and engagement by establishing connections between students and their learning materials, their instructors, and each other [4].
An example of ERT based on UDL application could be in a secondary school in Victoria, Australia, where English as an additional language learning is embedded like inclusive schooling. This research focuses on the effectiveness of UDL proficiency in this context.
The research titled “Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic” findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression, and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on student’s academic performance and can trigger their positive attitudes towards online learning experience [6].
