Crisis-Based Remote Education: A Comprehensive Model

The COVID-19 pandemic revealed significant gaps in institutions' ability to maintain education under crisis conditions, which is now commonly referred to as Emergency Remote Teaching (ERT). A critical analysis of the literature reveals that ERT is a label that does not differentiate adequately between the different ways ERT manifested worldwide and over time. In this conceptual paper, we analyze empirical research on remote teaching conducted over single, double, and three+ learning terms. Our analysis shows not only multiple possible phases of remote education but also different stages, scopes, and pathways between them. The proposed model in this paper can be used to analyze current literature, ground future research, and serve as a foundation for developing protocols and practices to proactively maintain education when exigent circumstances demand remote teaching over the short-, mid-, and long-term.

Automated summary

The COVID-19 pandemic highlighted the gaps in educational institutions' ability to maintain education during crises, known as Emergency Remote Teaching (ERT). This conceptual paper analyzes empirical research on remote teaching conducted over different learning terms and proposes a model that can be used to analyze current literature, guide future research, and develop protocols and practices for remote teaching in short-, mid-, and long-term exigent circumstances.