Open AccessSocial Presence in an Emergency Remote Teaching (ERT) in English during Covid-19
Author(s) -
Lopera Medina
Publication year - 2021
Publication title -
gist : education and learning research journal/gist education and learning research journal
Language(s) - English
Resource type - Journals
eISSN - 2248-8391
pISSN - 1692-5777
DOI - 10.26817/16925777.967
Subject(s) - covid-19 , modality (human–computer interaction) , psychology , face (sociological concept) , face to face , social media , medical education , online teaching , pandemic , reflection (computer programming) , social distance , medicine , mathematics education , computer science , sociology , disease , infectious disease (medical specialty) , social science , philosophy , pathology , human–computer interaction , virology , world wide web , outbreak , programming language , epistemology
Many educational institutions had to move their face-to-face modality to online modality in a sudden way due to coronavirus disease 2019 (Covid-19). On this reflection a foreign language teacher describes his social experience in an Emergency Remote Teaching (ERT) when he moved his face-to-face classes to online ones. Based on Rourke et al. (2001) and Swan (2019), three elements were found on his online experience: cohesive teaching strategies, affective teaching strategies, and interactive teaching experiences. Asking for students’ mental health, giving advice, and keeping the video on were some of the strategies used. Conclusions suggest that it is vital to introduce people as human beings and touch their own realities during Covid-19 times. Recommendations include not only assessment practices such as take home exams, self-assessment and peer-assessment, but also monitor the ongoing process during emergency times.