Emergency remote teaching evaluation of the higher education in Indonesia

The present study introduces the qualitative and quantitative results obtained in a pilot study of emergency remote teaching (ERT) evaluation in Indonesian higher education. In particular, this study aims to provide basic principles for future ERT implementation. Seven universities in Indonesia were involved in the first phase of the study, aiming to obtain initial information regarding the relevance, content validity, and readability of fundamental initial principles of ERT. The second phase aims to assess the quality ERT scale quality using confirmatory composite analysis (CCA) procedure, involving 2,957 undergraduate students from 22 universities in ten provinces in Indonesia. The results seem to indicate that the ERT principles can be viewed as 1) a complementary tool for ERT design covering five principles including simplicity, accessibility, affordability, flexibility, and empathy; and 2) In Indonesian higher education, affordability and flexibility are the two principles that are rated the lowest based on students' experiences. The lack of access to a fast, affordable, and reliable Internet connection in some areas of Indonesia is a fundamental problem in implementing ERT. This result is likely to be the case in other developing countries with similar geographical characteristics. The findings provide information based on practical experience - showing that learning design in a crisis is dynamic and open to revision based on socio-economic considerations, technological infrastructure, and students 'and teachers' readiness.

Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach

This paper is in response to the article entitled "The process of designing for learning: understanding university teachers' design work" (Bennett et al., Educ Tech Res Dev 65:125-145, 2017). Bennett et al. (Educ Tech Res Dev 65:125-145) present a descriptive model of the design process that reports findings from a qualitative study investigating the design processes of 30 instructors from 16 Australian universities through semi-structured interviews. This exploratory study provides rich, contextualized descriptions about university teachers' design process and pinpoints key design characteristics as top-down, breadth-first, iterative, responsive, and reflective. These key design characteristics revealed by the rich contextual descriptions could provide applicable insights into the design process especially for new instructors. The findings of the study could inform how learning design could be adapted during an emergency remote teaching (ERT) as it is dynamic and open to revision. A noteworthy limitation of the study is that complementary data such as design artifacts could be utilized to ensure data triangulation in addition to self-reported data obtained via interviews. The study found that university instructors' design process did not appear to draw on instructional design models. Therefore, future studies could focus on to what extent and how such models could be used by university instructors. Lastly, future studies may explore how technology is used in ERT design to support their needs. In this article, I share how design can be informed by humanizing pedagogy and pedagogy of care during ERT.