The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

Higher education institutions globally were forced to transition to remote teaching and learning when the Covid-19 pandemic impacted the world in 2020. The rushed, unplanned nature of the transition led to the approach being labeled Emergency Remote Teaching (ERT). This paper evaluates the impact of ERT on a blended course in engineering using a descriptive case study approach applying the Context, Input, Process and Product (CIPP) evaluation model. The context analysis highlighted the need for consistent training in the use of technology, technical support for stakeholders, greater access to the Internet and timely, targeted communication. Students appreciated the convenience of online classes and accessibility to recorded lectures and labs allowing them to review at their own pace. There was a perception that the new learning environment placed some students at a disadvantage. These findings suggested a need to ensure deliberate planning for online learning from the start and attention to building a community of learners. Findings from the study can contribute to a university's exploration of the academic enterprise. These findings can also help identify mitigating factors for effective online learning.

The online version contains supplementary material available at 10.1007/s43545-021-00172-z.