Emergency remote learning (ERL) in the COVID-19 era: perceived experience of Indian learners of higher education

Abstract

Purpose – The COVID-19 pandemic compelled the education system to switch over to emergency learning-teaching that is organised remotely. The present study investigated the experience of emergency remote learning (ERL) provided to higher-education learners. The study explores learners' perceived experience regarding the quality of learning resources, the effectiveness of teaching in a virtual climate and the scope of interaction in ERL. Design/methodology/approach – Utilising a snowball sampling method, data were obtained from 470 Indian students of higher education through a cross-sectional online survey using a questionnaire through social media platforms. Data were analysed with relevant statistics. Findings – The majority of students agreed that they had benefited from ERL. The overall impression of the ERL is positive; nevertheless, the students are perplexed and lack confidence in many aspects of the ERL. The Quality of ERL Resources, Teaching Effectiveness, Peer Interaction and Workloads were found to be significant factors in determining the quality of ERL. Originality/value – Learning from the crisis of a pandemic is paramount for the education system. The education system could not go back to what was considered normal before the pandemic; rather it is time to assess and finalise strategies from the experience during this pandemic that could be taken by the higher-education institutions to make the ecosystem better equipped to create 21st-century learning climate. Accommodating the components of remote learning-teaching and engaging technology towards hybridisation are the needs of the time. Hence, assessing the quality of ERL from the learner's perspective might contribute to redesigning future remote learning.

Keywords

• COVID-19 pandemic
• Emergency remote learning
• Technology adoption
• Learning resources
• Teaching effectiveness
• Peer interaction