COVID-19: A Longitudinal Perspective on Sustained Remote Teaching from the Republic of Korea

Autor/inn/en	Stewart, William H.; Lowenthal, Patrick R.; Baek, Youngkyun
Titel	COVID-19: A Longitudinal Perspective on Sustained Remote Teaching from the Republic of Korea
Quelle	In: Quarterly Review of Distance Education, 23 (2022) 3, S.73-98 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, William H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Distance Education; Foreign Students; College Students; Student Attitudes; Electronic Learning; Private Colleges; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Collegestudent; Schülerverhalten; Privathochschule
Abstract	In the Republic of Korea, the COVID-19 pandemic coincided with the start of the 2020 academic year and saw emergency remote teaching (ERT) emerge as a way of maintaining educational continuity for millions of students. While ERT was new and unplanned at the time, the practice became sustained over the semesters that followed, marking a shift from ERT to sustained remote teaching (SRT). Questions remain, however, whether students' experiences and perceptions with learning remotely would improve as a result of institutional preparedness and faculty experience. Given this, we investigated exchange students', a unique group of students who are historically interested in having place-based residential education, experiences, and perceptions with SRT while attending college in Korea. We administered a survey to 140 (spring 2020), 93 (fall 2020), 141 (spring 2021), and 143 (fall 2021) exchange students where they rated their perceptions of teaching and learning processes, student support, and course structure with their SRT learning experiences. Independent-samples one-way ANOVAs comparing perceptions between Semester 1 and 2, Semester 2 and 3, Semester 3 and 4, and Semester 1 and 4 indicated several statistically significant mean score increases, though the scope and degree of the changes are ultimately minor improvements and interpreted as insignificant. Implications for SRT policy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01