Investigating the application of emergency remote teaching during the COVID-19 pandemic in higher education

Keywords: COVID-19, Emergency Remote Teaching, Pandemic, Saudi Arabia, Students.


Saudi universities have put immense efforts in preparing and implementing home teaching as an alternative type of traditional teaching. The present study aims to focus on outcome of applying Emergency Remote Teaching during the new coronavirus disease (COVID-19) crisis at Saudi Higher Education. A quantitative research design was used to evaluate the students’ perspectives in terms of preparation, implementation, and assessment. A total of 97 students were recruited from Prince Sattam bin Abdul-Aziz University. A self-administered questionnaire, comprising of two parts was provided to the students. The questionnaire’s first part collected demographic details of the participants; whereas, second part was distributed into 34 items including preparation (7 items), implementation (8 items), and assessment (7 items), barriers to teaching practices during COVID-19 including 12 items. The results showed that majority of the participant students positively responded towards the application of emergency remote teaching during the COVID-19 (3.86 ± 1.13). Considering the dimensions, preparation (3.98 ± 1.12), implementation (3.77 ± 1.17), and assessment (3.19 ± 1.30), majority of the students gave positive response on majority of the items Moreover, there was no significant difference in the perspectives about applying emergency remote teaching during the COVID-19 between both the genders. The study concluded that most of the students favored emergency remote teaching as it facilitated self-learning.


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Author Biography

Khalid Bingimlas, Prince Sattam bin Abdulaziz University, Saudi Arabia.

Associate Professor, College of Education, Prince Sattam bin Abdulaziz University, Saudi Arabia.


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How to Cite
Bingimlas, K. (2021). Investigating the application of emergency remote teaching during the COVID-19 pandemic in higher education. Amazonia Investiga, 10(37), 56-67.