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Charmaine Bissessar Editor
Emergency
Remote Learning,
Teaching and
Leading: Global
Perspectives
Emergency Remote Learning, Teaching
and Leading: Global Perspectives
Charmaine Bissessar
Editors
Emergency Remote
Learning, Teaching
and Leading: Global
Perspectives
Editor
Charmaine Bissessar
University of Guyana
Turkeyen, Georgetown, Guyana
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2021
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
My interest in online education has been ongoing. This volume contains empirical
data and literature on issues that surround emergency remote learning, teaching, and
leading. The current educational landscape and the fact that we are on the cusp of a
new way of engaging learning, teaching, and leading make this inquiry critical.
How do we handle the limitations of the virtual world? How have we been coping
with a volatile, uncertain, complex, and ambiguous environment (Bennis & Nanus,
1987)? How are teachers and leaders transforming volatility into vision, uncertainty
into understanding, complexity into clarity, and ambiguity into adaptability and
agility (Ghabour, 2020)? Such concerns are foremost in every educator’s mind as
we attempt a harmonious and seamless transition to the required emergency remote
conditions. Since the full effects of the pandemic will not be felt for a very long
time, there is a need to research, record, discuss, articulate, and ruminate on what is
currently happening. It is also necessary to capture the nuances of the new and dif-
ferent responsibilities of students, teachers, and leaders in emergency remote teach-
ing and learning. Teaching, leading, and learning are now being conducted via a
keyboard and screen with the human touch absent.
This volume, therefore, encompasses a spectrum of empirical and anecdotal
experiences from Trinidad, Grenada, Ghana, USA, Greece, Jamaica, and Ukraine
with literature reviews conducted by professors in the UK. Each author is involved
in teaching at the tertiary level and brings to bear a wealth of experience, expertise,
and knowledge to his/her chapter. Each chapter gives the reader a glimpse of quotid-
ian learning, teaching, and leading in a specific context.
The chapters in the first part relate to the challenges confronting students as per-
ceived by teachers. Chap. 1 discusses research on Trinidadian and Grenadian teach-
ers’ perceptions of the attendance, motivation, and engagement of students during
emergency remote learning. The author discusses issues of connectivity, Internet
access, the evident disparity between the haves and the have-nots, and the digital
divide. In Chap. 2, Sedofia and Ampadu deconstruct University of Ghana students’
approach to emergency remote learning tools as they try to adjust to this new way
of learning. The glaring issue of the digital divide is prominent in their discussion.
Samioti, in Chap. 3, examines the challenges that secondary education teachers
v
vi Preface
encountered during the first wave of the COVID-19 pandemic in Greece. She con-
cludes that one of the main challenges was the disruption of personal communica-
tion between teachers and students. In Chap. 4, Slater and Cojanu undertake a
narrative literature review and reveal that learning definitions across primary and
secondary schools have not provided alternatives where synchronous and asynchro-
nous educational techniques could compete with the pandemic.
In Chap. 5, McCauley considers the feasibility of teaching Bachelor of Arts (BA)
dance, drama, or performance degrees through online learning. She examines the
standards necessary for a robust and comprehensive BA dance, drama, or perfor-
mance education as espoused by the QAA and then questions whether they can be
attained remotely. In Chap. 6, which concludes the first part, Ampadu and Sedofia
investigate the challenges University of Ghana’s students faced in emergency
remote learning when schools closed because of the COVID-19 pandemic. They
recommend ways in which the challenges might be addressed.
Part II contains two chapters. In Chap. 7, McFadzean and Mohabir-McKinley
present a literature review exploring the competencies that online faculty need in
order to develop and teach virtual classes. These include foundational competen-
cies – cognitive, creative, moral, emotional, and social intelligences – and virtual
ones such as didactic, technological, cultural, interactive, political, and time-
management competencies. In Chap. 8, Stukalo discusses the extent to which the
staff and students were prepared to teach and learn in pandemic conditions and
examines their first reactions and actions.
In Part III, Chap. 9, Onyefulu examines Jamaican teachers’ perceptions of their
principals’ leadership effectiveness in emergency remote learning during the pan-
demic. In Chap. 10, Hamid examines the literature on leading remotely and how
faculty’s activities and teamwork have been affected. She proposes a range of spe-
cific teaching and learning strategies to enhance the emergency remote work experi-
ence. In Chap. 11, Roofe examines instructional leadership practices of Jamaican
principals and vice principals during a period of crisis and notes their responses to
issues related to their followers’ digital skills and competencies. Stukalo, in the final
chapter, investigates the higher education quality assurance practices in emerging
remote learning, teaching, and leading.
This volume is intended for researchers, students, educators, administrators, and
policy makers who need contemporary, empirical knowledge and extant literature
on learning, teaching, and leading during the present emergency. Its sole purpose is
to create a space for researchers and key stakeholders involved in all aspects of
education to share, discuss, and think about the prevailing challenges and opportu-
nities that have resulted from the suspension of face-to-face education. It adds to the
limited extant research on emergency remote education.
Docendo discimus
While teaching we learn
vii
Acknowledgments
As the editor, I would like to thank the contributors for making this volume possible.
I would like to acknowledge their hard work, diligence, willingness to peer review,
and make changes based on suggestions made. I would also like to thank the partici-
pants who devoted their time to participate in the studies. I would also like to thank
the administrators who gave permission for the studies to be conducted. I would
especially like to acknowledge Mr. Alim Hosein, Dr. Tamirand De. Lisser, and Dr.
Paulette Henry from the University of Guyana who gave of their time to peer review
chapters. Your efforts are appreciated.
In particular, Panagiota Samioti would like to thank all the teacher-participants
in this research. She would also like to thank her colleague, Charmaine Bissessar,
for her constructive comments that greatly improved the manuscript.
Lori Slater and Kevin Cojanu would like to thank the educators, students, and
business professionals who continue to strive for innovative solutions during the
pandemic.
Shahnaz Hamid is deeply grateful for the unconditional support of her husband,
Mirza Khader, whom she loves and admires. She dedicates this work to her parents,
Dr. Syed Hamid and Dr. Afsari Hamid; her husband, Mirza Khader; and beautiful
kids, Ayesha and Junaid. Her deepest gratitude to Dr. Charmaine Bissessar and col-
leagues in academia for their enthusiastic support that kept her going. Thank you to
the authors who have contributed towards this book. It is wonderful to be a member
of this distinguished team!
Elspeth McFadzean and Sandra Mohabir-Mckinley would like to thank the edi-
tor and the anonymous reviewers who provided constructive feedback that enabled
them to develop their chapter further. In addition, they are grateful to their online
colleagues who inspired them to undertake this work.
ix
Contents
xi
xii Contents
How Prepared Are We for Emergency Remote Education?
Case of Ukraine������������������������������������������������������������������������������������������������ 159
Nataliia Stukalo
Index������������������������������������������������������������������������������������������������������������������ 251
Contributors
xiii
xiv Contributors
Charmaine Bissessar
Introduction
The COVID-19 pandemic brought with it the need for 1.38 billion students to
transition swiftly from face-to-face to emergency remote teaching and learning
(UNESCO, 2020 as cited by Li & Lalani, 2020). As this occurred, students and
teachers had to make paradigm shifts in their concepts as to what teaching and
learning look like and what pertains within the context of the new normal. As emer-
gency remote teaching (ERT) became more prevalent, the chinks in the proverbial
armor began to show as issues in accessibility, attendance, motivation, and student
engagement took center stage. Insightfully, according to Fore (as cited by
Thompson, 2020), the “lack of internet access is costing the next generation their
futures” (para. 5). In fact, Thompson (2020) reported, “Two thirds of the world’s
school-age children – or 1.3 billion children ages 3 to 17 years old - do not have
internet connection in their homes, according to a new joint report from UNICEF
and the International Telecommunication Union (ITU)” (para. 2). She furthered
that it is no longer a “digital gap but a digital canyon” (para. 3).
Predictably, the digital divide is promoting and sustaining inequalities even
more than before (Thompson, 2020). In a study conducted in the United States,
Stelitano et al. (2020) found that students in more affluent areas of the United
States had more and better access to technology than students in rural areas with
lower-poverty schools reporting lack of access to technology. Similarly, in
California, teachers are concerned about the digital divide and the “COVID slide”
as the lacuna between the haves and have-nots amplify exponentially (Ceres, 2021,
para. 8).
C. Bissessar (*)
University of Guyana, Turkeyen, Georgetown, Guyana
According to Jaramillo (2020), Internet access is less than 50% in the Caribbean
and Latin America. Jaramillo moved the discussion from digital gap/canyon to
“digital poor” where there is not only limited access to Internet broadband but the
repercussions of the pandemic can be felt in the loss of jobs inter alia. However,
Internet access and lack of devices go hand-in-hand. Chaitram (2021), in describ-
ing the issues of access to devices and online classes in Trinidad, indicated that
there are 30,000 students without devices to attend synchronous and asynchronous
sessions. Furthermore, an updated report on Trinidadian students indicated that
46,770 students have never logged on to an online portal (McKenzie, 2021). The
most “at risk” students are primary school students since 39,861 have been unable
to access online resources. Additionally, 6309 secondary school students and 2195
early childhood education students have been unable to access online resources
(McKenzie). This phenomenon is not just typical of Trinidad but is a global issue
that has been in existence since the inception of technology in the classroom. With
the issue of digital divide and digital gap, this study poses the following research
questions:
1. What is students’ attendance in Grenada and Trinidad during the early stages of
the pandemic?
2. What are teachers’ views on students’ access to Internet broadband and devices
in Trinidad and Grenada?
3. What are teachers’ views of students’ motivation and engagement?
Literature Review
Earlier studies on students’ attendance and achievement found that school atten-
dance determined whether high school students graduated. Attendance at school
could obliterate prior academic achievement (Heppen & Therriault, 2008, as cited
Another random document with
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voisivat saavuttaa suuren maineen suorasanaisen kirjallisuuden
alalla, yhtä suuren kuin ovat säkeitten käyttäjinä saavuttaneet
kreikkalaisen ja latinalaisen runouden molemmat ruhtinaat.
Yhdeksäsviidettä luku,
— Kas niin! — sanoi Sancho. — Nyt olette kiikissä juuri tätä minä
tahdoin saada tietää, halusin sitä täydestä sydämestäni. Kuulkaahan,
armollinen herra: voitteko kieltää, mitä yleensä sanotaan ihmisestä,
joka on huonovointinen: »En tiedä mikä häntä vaivaa, hän ei syö, ei
juo, ei nuku eikä vastaa kunnollisesti hänelle tehtyihin kysymyksiin,
vaan näyttää ihan kuin noidutulta»? Tästä voimme päätellä, että ne,
jotka eivät syö, juo ja nuku ja tee luonnollisia tarpeitaan, kuten
sanoin, ne ovat noidutuita, mutta eivät ne, joilla on sellaisia haluja
kuin teidän armollanne, joka juo, kun hänelle juotavaa tarjotaan,
syö, kun sattuu syötävää olemaan, ja vastaa kaikkiin hänelle
tehtyihin kysymyksiin.
Viideskymmenes luku,
jossa kerrotaan Don Quijoten ja tuomioherran älykkäästä
väittelystä sekä muista tapahtumista.
— Pitäkää te, herra Don Quijote, vain huoli siitä, että toimitatte
minulle sen kreivikunnan, jonka teidän armonne on minulle luvannut
niin totta kuin itse toivon sen saavani; minä kyllä lupaan, ettei
minulta pidä puuttua kykyä sen hallitsemiseen, ja jos puuttuisikin,
niin olenhan kuullut kerrottavan, että maailmassa on ihmisiä, jotka
ottavat ylhäisten herrojen tiluksia arennille maksaen heille vuosittain
määrätyn summan, ja nämä pitävät sitten huolen tilan
hallitsemisesta ja herra saa istua sääret suorina nauttien hänelle
tulevaa vuokraa, mistään muusta välittämättä. Niin teen minäkin
enkä huoli siitä enempää kuin tästäkään, vaan luovun heti koko
hoidosta ja nautin tulojani kuin herttua, ja hoitakoot muut omat
asiansa.
— Ei tuo filosofia niin kehnoa ole kuin sinä väität, Sancho; mutta
paljonhan sitä voi sanoa tästä kreivikunta-asiasta.
‒ Voi sinä rasavilli, rasavilli, kirjo, kirjo, mitä sinä nyt tällä tavalla
juosta nilkutat! Mitkä sudet sinua nyt peloittavat, tyttöseni? Sanohan
minulle, mitä tämä merkitsee, kullannuppu? Mutta mitä se voikaan
merkitä muuta kuin että sinä olet nainen etkä voi pysyä alallasi; piru
sen periköön, tuon teidän rauhattoman luonnonlaatunne ja samoin
kaikkien niiden, joiden kaltaisia te olette! Lähde takaisin, lähde
takaisin, rakas ystävä; vaikka tarhassa ei olekaan niin hauskaa, olet
siellä kumppaniesi kanssa sentään paremmassa turvassa. Jos sinä,
jonka tulee toisia vartioida ja johtaa, juoksentelet tällä tavalla omin
päin ja harhateillä, niin miten niiden toisten sitten käy?
Yhdeskuudetta luku,