Publication:
Impact of an Emergency Remote Teaching Model on Students’ Academic Performance During COVID-19

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dc.contributor.authorCarrasco Hernández, Antonio José
dc.contributor.authorLozano Reina, Gabriel
dc.contributor.authorLucas Pérez, María Encarnación
dc.contributor.authorMadrid Garre, María Feliz
dc.contributor.authorSánchez Marín, Gregorio
dc.contributor.departmentOrganización de Empresas y Finanzas
dc.contributor.otherFacultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Organización de Empresas y Finanzases
dc.date.accessioned2024-03-18T12:08:35Z
dc.date.available2024-03-18T12:08:35Z
dc.date.issued2023-07-07
dc.description© 2023. The authors. This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by /4.0/ This document is the published version of a published work that appeared in final form in Technology, Knowledge and Learning. To access the final work, see DOI: https://doi.org/10.1007/s10758-023-09665-7es
dc.description.abstractThe COVID-19 pandemic posed a major challenge to universities. It forced them to face the urgent need to rapidly transform their traditional onsite teaching into an emergency remote teaching (ERT) model rather than being able to gradually introduce an effective transition to an online model. Based on a sample of 505 students enrolled in the course on Work Organization at the University of Murcia in Spain, this study analyzes the impact of implementing an ERT model on students’ academic performance. Results show that students display superior academic performance in an onsite teaching–learning model compared to the online ones adopted during COVID-19. Findings also reveal that students’ self-assessment activities enhance their academic performance—both in onsite and online teaching contexts—which implies that ERT model performance can be alleviated by adequately planning self-assessment activities during the course.es
dc.formatapplication/pdfes
dc.format.extent26es
dc.identifier.citationTechnology, Knowledge and Learning (2024) 29:483–508
dc.identifier.doihttps://doi.org/10.1007/s10758-023-09665-7
dc.identifier.issnPrint: 2211-1662
dc.identifier.issnElectronic: 2211-1670
dc.identifier.urihttp://hdl.handle.net/10201/140302
dc.languageenges
dc.publisherSpringeres
dc.relationOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. No funding was received for conducting this study.es
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s10758-023-09665-7es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEmergency remote teachinges
dc.subjectCOVID-19es
dc.subjectStudents’ academic performancees
dc.subjectSelf-assessment activitieses
dc.subjectUniversity studentses
dc.titleImpact of an Emergency Remote Teaching Model on Students’ Academic Performance During COVID-19es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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