Student Experiences and Equity during Emergency Remote Teaching in U.S. Higher Institutions: A Literature Review

Authors : Xinyue ZUO, Denise IVES

Pages : 115-135

Doi:10.52597/buje.1053118

View : 44 | Download : 14

Publication Date : 2022-12-31

Article Type : Review Paper

Abstract :In response to the spread of the COVID-19 pandemic, educational institutions worldwide broadened their use of online delivery modalities to maintain continuity of instruction. This article provides an overview of research that explores students’ experiences of emergency remote education insert ignore into journalissuearticles values(ERT); in the context of U.S. higher institutions and sheds light on students’ perspective of ERT, the opportunities and challenges it brought, and its impact on educational equity. It also offers insight into measures institutions could pursue to deal with the challenges they encountered. Findings indicate that ERT transcended time and geographical limitations and afforded students’ flexibility and convenience to schedule their learning. In general, students perceived colleges to be supportive, particularly their instructors. However, being forced to study online with limited access to university resources insert ignore into journalissuearticles values(e.g., financial aid, academic advising, and mental health);, less contact with instructors and peers, and experiencing increased mental burden, made the learning experiences largely unpleasurable. The rushed digitalization of education put the vulnerable student population in a more disadvantageous position. Recommendations such as improving technology infrastructure, preparing educators for online teaching, cultivating an inclusive pedagogy, facilitating social interactions, and teaching with care and empathy are also summarized.
Keywords : olağanüstü durumlarda uzaktan eğitim, COVID 19, eşitlik, çevrimiçi öğrenme, yüksek öğretim

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