The emergency remote teaching experience during the COVID-19 pandemic: the case of Arabian Gulf University

• Published in: Cogent education 2024-12, Vol.11 (1)
• Main Authors: Ayoub, Alaa Eldin A., Alsabbagh, Maha M., Abido, Mohammad S., Abdulla Alabbasi, Ahmed M., Daghustani, Wid H., Al-Ajab, Al-Ajab M., Al Khazali, Taysir M., Al Mahamid, Soud M., Shahat, Mohamed A., Dahmani Fath Allah, Mohamed
• Format: Article
• Language: English
• Subjects: Arabian Gulf University; COVID-19; Educational Psychology; Emergency remote teaching; Higher Education; Morris Jong, Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong; postgraduate students; satisfaction level; Study of Higher Education
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2024.2365109

In the context of an abrupt shift to online learning, particularly during the COVID-19 pandemic, this study examines the efficacy of Emergency Remote Teaching (ERT) and derives important insights from this transformation. The research investigated ERT's application at Arabian Gulf University (AGU), especially within its College of Graduate Studies (CGS). Employing a mixed-methods approach, blending quantitative and qualitative techniques through two specifically designed questionnaires, the study gathered input from 98% of CGS students and 96% of faculty members. The analysis centered on using platforms such as Zoom and Moodle, integrating diverse teaching strategies, and overall satisfaction with ERT. The findings indicate a gradual increase in satisfaction levels with ERT among students and faculty, reaching its zenith towards the study period's conclusion. Importantly, these satisfaction levels did not vary significantly based on gender or academic qualification. The outcomes suggest that given AGU's heterogeneous student body, ERT can effectively replace traditional teaching methods in both crisis situations and regular conditions. Nonetheless, the paper underscores AGU's need to develop precise guidelines and policies for an effective blended learning approach. The implications of this study extend broadly, offering valuable insights for global universities that primarily employ traditional teaching techniques. It contributes to the conversation regarding higher education institutions' capacity to adapt to ERT, highlighting both the challenges and opportunities in contexts where, traditionally, only in-person taught degrees are prevalent.