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Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study
Open accessAbstract
The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching –a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances– happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables –class size, synchronous/asynchronous delivery– and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.
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“the analysis does not find differences across courses with different class sizes or delivery modes.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Abstract
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In the paper
“The results of this case study show an increase in students' academic performance in emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Abstract
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“(no significant differences were found between the 2017–18 and 2018–19 academic years)”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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“the faculty teaching those courses opted to rapidly develop ad-hoc virtual simulation environments from scratch”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
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In the paper
“class size did not seem to determine whether the course was given synchronously or asynchronously, regardless of electiveness”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“the available options have been mostly limited to different types of questionnaires, delivery of documents and oral presentations using videoconferencing systems”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
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In the paper
“we did not observe a special preference for different teaching methods or digital tools, with the exception of the institution's LMS (Moodle, used in all courses)”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
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“some courses have turned to multi-choice question tests”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
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In the paper
“no respondents used Blackboard Collaborate”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“the results suggest that the improvement was higher in courses with worse perceived students’ attitudes”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“Fig. 12 (left) shows a relatively improved performance associated with more advanced courses; however, the analysis finds that this improvement is not significant.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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“nearly 60 percent of coordinators and instructors chose to continue their classes using synchronous teaching, mostly through videoconferencing tools –this percentage rose to two thirds of the courses when only core courses are considered”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
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In the paper
“instructors barely had a week to prepare the move to online teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
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In the paper
“The analysis (Fig. 9 ) shows stability in passing rates (around 80 percent) and no statistical differences across all three years”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“all the courses used the institutional LMS (Moodle) as support for content delivery and assignments; two courses did not use any tools other than Moodle”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“even though the transition to emergency remote teaching posed some challenges in scaling the system to ensure quality of service for higher number of concurrent users”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
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In the paper
“there is a balance between small-medium and large courses, and a slight difference in the delivery mode, with more instructors choosing to adopt synchronous teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“its strong technical orientation; because the School specializes in information and communication technologies and systems, most instructors are technology experts and use synchronous/asynchronous communication tools and learning virtual spaces on a daily basis”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“another characteristic of elective courses is that they typically may be considered small to medium regarding class size”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“the degree of diversification in the activities and processes has been relatively low: the clients served (students) and services delivered (teaching) remained the same, while only the technologies employed changed”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
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In the paper
“flexibility was further enabled by the School's Board of Directors, which established the necessary informal communication channels in early March in anticipation for the crisis, and therefore helped prepare possible responses”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
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In the paper
“the number of students that had slightly above average or outstanding performance did not change significatively, but the number of students that had a very good performance (from 7 to 10 points out of 10, excluding outstanding students) did vary significantly”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“proctoring was restricted due to privacy issues”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one. The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“a fully functional instance of Moodle has been in place for several years now, and most courses regularly use their Moodle virtual spaces at least as educational content repository and asynchronous communication channel with students via message boards”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results of the analyses suggest that differences in variations of passing grades cannot be attributed to the choice of one software application or another, except in the case of Webex, where the differences are significant.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“the analysis reveals no significant differences across elective courses, while the differences are sustained across non-elective (core) courses”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
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In the paper
“From Fig. 2, every elective course except for two achieve a 100 percent pass rate”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
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In the paper
“Instructors also perceive that students find it useful to be able to revise the content of the session at a later moment”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
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In the paper
“The coordinators find value in online learning, especially from the students' perspective.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“and 3 coordinators stated that online learning cannot be a replacement for face-to-face instruction.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
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In the paper
“A final important aspect to consider is the ability of an organization to foster the existence of an organic organization, based on informal relations and where communication is diffused among members in a non-centralized way, as such kind of organizations have higher capabilities to cope with changes (Knowles & Saxberg, 1988).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Knowles & Saxberg, 1988
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In the paper
“In the case of higher education institutions and the COVID-19 outbreak, the first condition is met, whereas the second depends on the decisions made by the instructors.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Admittedly, some of these options, such as breadth (whole program, course, portion of course, brief episode) or modality (blended, semi-blended) are imposed by the pandemic situation and cannot be really chosen, but instructors do have some degree of freedom in their decision about the remaining ones (e.g. online communication synchrony, student-instructor ratio, role of summative assessments, etc”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
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In the paper
“Therefore, there seems to be a consensus in that there is a difference between courses with 35 students of fewer, and courses with over 35 students.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Variables affecting academic performance in emergency remote teaching implementations
What the sources say
- Not checked yetcites Hoyt and Lee, 2002
- Not checked yetcites Means et al., 2014
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In the paper
“The main idea of the ecological model of organizations is that organizations are subject to structural inertia, which limits their ability to rapidly adapt to changes (Haveman, 1992).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Haveman, 1992 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If we observe the changes in teaching and learning caused by COVID-19 under the lens of emergency remote teaching, it could be argued that most, or at least part, of the findings from existing research on online learning might not be applicable to this situation.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
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In the paper
“Even though the results of the different studies under analysis do not indicate differences in academic performance, they do agree in that online learning increases the instructor's workload”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Variables affecting academic performance in emergency remote teaching implementations
What the sources say
- Not checked yetcites Tomei, 2004; 2006
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, in the case of emergency remote teaching, there is little room for testing due to the urgency of moving online in a very short span of time, and therefore instructors tend to turn to what they already know and the tools they have in place before the crisis (Dill, Fischer, McMurtrie, & Supiano, 2020).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Supporting technologies in emergency remote teaching
What the sources say
- Not checked yetcites Dill et al., 2020
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“emergency remote teaching emerges as a response to a crisis and entails a temporary shift of instructional delivery to an alternate delivery mode that involves the use of fully remote solutions for instruction that would otherwise be delivered using face-to face, blended or hybrid courses.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
What the sources say
- Not checked yetcites Hodges et al., 2020
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, the decision on which adaptation strategy to make is left to individuals; in this case, instructors who have to swiftly select among multiple digital tools with different capabilities to support teaching while balancing their workload.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Bernard et al. (2004) conducted a meta-review of 232 studies and concluded that, when compared to traditional teaching, asynchronous distance education rendered substantial better outcomes, even though at an expense of higher drop-out rates.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Variables affecting academic performance in emergency remote teaching implementations
What the sources say
- Not checked yetcites Bernard et al., 2004 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Haveman (1992) further emphasizes that under sudden environmental changes simply reproducing previous ways of doing things may lead to failure.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Haveman, 1992 source
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Additionally, the degree of diversification in how the organization reacts –changes across three dimensions: the clients it serves, the goods and services it produces, and the technologies it employs– affects performance in a way that the more closely the new activities are related to the previous ones, the greater the probability of success.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Haveman, 1992 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Existing meta-analyses tend to support the idea that either the academic performance of students –as final course grades– in online learning is higher than in face-to-face courses, or there are no significant differences between both.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Academic performance in face-to-face versus online learning
What the sources say
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“While bureaucratic systems are effective in implementing planned change (Knowles & Saxberg, 1988), they are generally not efficient in responding to unplanned or punctuational changes because of the numerous rules under which they operate and their natural tendency to resist to innovation (Haveman, 1992; Knowles & Saxberg, 1988).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Knowles & Saxberg, 1988
- Not checked yetcites Haveman, 1992 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“More recent studies observe differences in higher order thinking skills developed via student social constructivism, in favor of asynchronous teaching (Brierton, Wilson, Kistler, Flowers, & Jones, 2016).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Variables affecting academic performance in emergency remote teaching implementations
What the sources say
- Not checked yetcites Brierton et al., 2016
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“First, organizational change may be beneficial if two conditions are met: that the changes occur in response to dramatic environmental shifts (punctuational change), and that they build on established routines and competences (Haveman, 1992).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Unplanned change: Organizational aspects
What the sources say
- Not checked yetcites Haveman, 1992 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“Hodges et al. (2020) indicate that the main difference between online learning and emergency remote teaching lies in that online learning results from careful instructional design and planning, requiring an investment in a whole ecosystem of learner supports that takes time to build”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
What the sources say
- Not checked yetcites Hodges et al., 2020
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“However, subsequent studies showed no differences between synchronous and asynchronous teaching delivery modes (Roblyer et al., 2007), pointing out that both types are effective in delivering online teaching, even though students show preference for synchronous course sessions (Skylar, 2009).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Variables affecting academic performance in emergency remote teaching implementations
What the sources say
- Not checked yetcites Roblyer et al., 2007 source
- Not checked yetcites Skylar, 2009
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“More recently, the focus has shifted to the comparison of blended and face-to-face learning, with results supporting higher achievement in blended learning (Bernard, Borokhovski, Schmid, Tamim, & Abrami, 2014; Vo, Zhu, & Diep, 2017) and a moderating effect of different variables, such as the kind of computer support used, interaction treatments or whether the courses belong to STEM or non-STEM”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Academic performance in face-to-face versus online learning
What the sources say
- Not checked yetcites Bernard et al., 2014 source
- Not checked yetcites Vo et al., 2017
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“it is estimated that adapting a typical course to online teaching (including planning, preparation and development) takes between six and nine months (Hodges et al., 2020).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
What the sources say
- Not checked yetcites Hodges et al., 2020
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In his review of the response to COVID-19 by US and South African universities, Chaka (2020) finds that there are two main types of online tools and resources that have been widely adopted across all institutions: learning management systems (LMS) and video conferencing platforms.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Supporting technologies in emergency remote teaching
What the sources say
- Not checked yetcites Chaka, 2020
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Previous literature supports the idea that students perceive cheating to be easier and more prevalent in online courses, and that unproctored remote exams include more cheating behaviors than proctored ones (Clark, Callam, Paul, Stoltzfus, & Turner, 2020)”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
What the sources say
- Not checked yetcites Clark, Callam, Paul, Stoltzfus, & Turner, 2020 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“Regarding video conferencing tools, Zoom stands out as the most used tool, followed by other options with collaborative approaches, such as Blackboard Collaborate, Microsoft Teams or WebEx.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Supporting technologies in emergency remote teaching
What the sources say
- Not checked yetcites Chaka, 2020
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Procrastination and anxiety are well-known detrimental variables to academic achievement in online learning, with the former two affecting the latter”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
What the sources say
- Not checked yetcites Cormack, Eagle, & Davies, 2020
- Not checked yetcites Frazier, Gabriel, Merians, & Lust, 2019
- Not checked yetcites Kim & Nembhard, 2019
Strength:boosted· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The cause of this result might be attributed to an overall shift in individual grades that would cause the usual normal distribution to move toward higher marks.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, students have found themselves in a better position to organize their own study time and pace, including adjusting for the mix of synchronous and asynchronous delivery of the sessions.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one. The quote only partly states this claim.
In the paper
“According to Knowles and Saxberg (1988), these informal channels and an organic structure help successfully coping with changes.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
What the sources say
- Not checked yetcites Knowles and Saxberg (1988)
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We have not tested students’ attitudes and behaviors in this study, and therefore we cannot assess the potential negative impact of these variables”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“being a digital native does not directly equate to being a digital learner”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
What the sources say
- Not checked yetcites Gallardo-Echenique, Marqués-Molías, Bullen, & Strijbos, 2015
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it is highly possible that instructors have turned to videoconferencing tools with which they were more familiar, such as Zoom, Skype, Teams or Webex”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“there is prior evidence of the positive relationship between digital skills and academic performance (Kim, Hong, & Song, 2019; Soleymani, 2014)”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
What the sources say
- Not checked yetcites Kim, Hong, & Song, 2019
- Not checked yetcites Soleymani, 2014 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the results would also support that the choice of digital tools, delivery methods or class size does not have any relevance whatsoever in students’ outcomes in remote learning”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the results suggest that flexible structures and rich informal information flows, together with a decent technical infrastructure and staff's technical literacy and innovativeness, may help succeed in facing a moment of crisis such as the COVID-19 pandemic”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Among LMS, Canvas and Blackboard were the most used online tools in the US, and Moodle was predominant in South Africa”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Literature review > Supporting technologies in emergency remote teaching
What the sources say
- Not checked yetcites Chaka, 2020
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it is reasonable to think that it may have been a contributing factor to an effective and rapid deployment of emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This result seems to confirm that, when facing punctual changes such as those caused by the pandemic, instructors seem to resort to digital tools that they are most familiar with –i.e., what ‘already works’– and with instructional methods that most easily resemble current practices”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“something that would have never been possible without said digital skills”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Individual aspects
Strength:boosted· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
In the paper
“the more related the activities to the previous ones, the higher the probability of success (Haveman, 1992)”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
What the sources say
- Not checked yetcites Haveman, 1992 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“These tests may have been perceived as easier by students, and are better suited to assess knowledge rather than skill (Hettiarachchi, Balasooriya, Mor, & Huertas, 2016), which makes it somewhat problematic to compare the results obtained under lockdown with those of previous years.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
What the sources say
- Not checked yetcites Hettiarachchi, Balasooriya, Mor, & Huertas, 2016
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“previous literature (Moallem, 2015; Oztok, Zingaro, Brett, & Hewitt, 2013; Xie, Liu, Bhairma, & Shim, 2018) suggests that a mix of both approaches –or bichronous online learning (Martin, Polly, & Ritzhaupt, 2020)– works better because it combines the benefits of both delivery modes”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
What the sources say
- Not checked yetcites Moallem, 2015
- Not checked yetcites Oztok, Zingaro, Brett, & Hewitt, 2013
- Not checked yetcites Xie, Liu, Bhairma, & Shim, 2018
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The choice of the institution and the subject was made by convenience, and we acknowledge that its effect on organizational aspects –availability of technical infrastructure, organizational structure and processes, students' and instructors' digital skills, equipment and general positive attitudes towards the use of educational technology–, and therefore on the results, is not negligible in the le”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Limitations
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“we only considered delivery mode and supporting technologies rather than the type of learning activity performed–; even regarding student outcomes we just focused on a single aspect: the development of professional and knowledge skills.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Limitations
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a case study, the results are specific of one institution –and in particular, of one engineering school– and one subject –a bachelor's degree in Telecommunication Engineering-, and the same applies to the conditions experienced during the course –the strictest lockdown among all European countries.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Limitations
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In our literature review, we showed that online learning generally benefits from small- or medium-class sizes”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“a true digital transformation calls for integration of Industry 4.0 tools (artificial intelligence, robots, internet of things, educational data analytics) and rethinking of the teaching-learning process itself (Bonfield, Salter, Longmuir, Benson, & Adachi, 2020; Koul & Nayar, 2020).”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Concluding remarks
What the sources say
- Not checked yetcites Bonfield, Salter, Longmuir, Benson, & Adachi, 2020
- Not checked yetcites Koul & Nayar, 2020
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“all studies being conducted during the pandemic reflect a temporary response from instructors and institutions.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Concluding remarks
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The combination of such factors might largely bias the results found in this study; therefore, we do not dare to claim universal validity of our findings, but rather present this case to allow for comparisons with other studies framed in contexts different than the one in this research.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Limitations
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“which suggests that students may prefer to engage actively in synchronous sessions.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
Before COVID-19, research on how to make sudden transitions rapidly and on the potential effects of instructors' decisions about instructional methods or supporting technologies was uncharted.
“However, research on how to make these sudden transitions rapidly, and the potential effects of the decisions taken by institutions and instructors regarding the use of different instructional methods or supporting technologies, means (or at least meant before COVID-19) venturing into uncharted territory.”
The paper relies on this without support.
Instructors' adaptation decisions depend on their familiarity with online learning and supporting technologies and on how compatible the new situation is with their prior instructional methods.
“These decisions depend on the familiarity of instructors with online learning and supporting technologies, as well as the compatibility of the new situation with the instructional methods that they have been using over the years.”
The authors state this as an assumption.
Students in this degree have the necessary digital skills and resources to succeed in an online course.
“However, in our case, that assumption seems reasonable because (1) young people with the highest levels of digital competence tend to be on courses involving ICT and are more favorable predisposed to use digital tools (Sánchez-Caballé, Gisbert-Cervera, & Esteve-Mon, 2021); and (2) most, if not all students are proficient in the use of digital technologies and have their own devices”
The paper relies on this without support.
First-semester courses in the same years provide a valid comparison to second-semester courses for isolating the effect of emergency remote teaching.
“To discard potential confounding effects, we also explored the differences across first semester courses in the past three years, all of which were delivered as face-to-face courses.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“many teacher training platforms were found to lack proper functions to support collaborative inquiry [67].”
From Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis (2022) · cites this paper as [67]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Semester duration before suspension is understated
MinorThe suspension began March 11, six weeks after the stated start week of January 29, not barely four weeks into the semester.
“Three days before –March 11, 2020, coinciding with the declaration of the COVID-19 as a pandemic (World Health Organization, 2020)–, all face-to-face education activities were suspended in the Autonomous Community of Madrid (Order 338/2020, 2020). This suspension occurred barely four weeks into the second semester.”
“In the second semester, courses started on the week of January 29, 2020.”
Research question calls bachelor's courses graduate courses
MinorRQ1 identifies the courses as graduate courses, while the study repeatedly identifies the programme and its courses as bachelor's degree courses.
“RQ1: How have instructors adapted their teaching of graduate courses to emergency remote teaching under the COVID-19 pandemic in a specific context (the School of Telecommunication Engineering at Universidad Politécnica de Madrid)?”
“The study uses a sample of all (N = 43) the courses of the Telecommunication Engineering Bachelor's Degree at the School of Telecommunication Engineering (Universidad Politécnica de Madrid).”
Conclusion overlooks a significant Webex result
MinorThe analysis reports a significant difference for courses using Webex, but the conclusion says no significant differences were found between digital tools. The conclusion does not preserve the stated exception.
“The results of the analyses suggest that differences in variations of passing grades cannot be attributed to the choice of one software application or another, except in the case of Webex, where the differences are significant.”
“The study did not find significant differences between the different digital tools used in the courses.”
Citations
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Flagged first, then by citations
3 of the 69 references couldn’t be matched to a known paper.
Research works printed but not linked: 4
- Benton, 2015, Vol. 18
- Brierton, 2016, A comparison of higher order thinking skills demonstrated in synchronous and asynchronous online college discussion posts, North American Colleges and Teachers of Agriculture, 60, 14
- Dill, 2020, As coronavirus spreads, the decision to move classes online is the first step. What comes next?, The Chronicle of Higher Education, 66
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Cited by
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Items 201–300 of 689
Witt, T., Klumpp, M., & Beyer, B. (2021) · Education Sciences · doi:10.3390/educsci11110728 · Cited by 8
Martínez‐García, R., Fraile-Fernández, F. J., Salcedo, G. B., Castañón, A. M., Fernández‐Raga, M., & Palencia, C. (2022) · Sustainability · doi:10.3390/su14106269 · Cited by 10
Students’ E-Learning Domestic Space in Higher Education in the New Normal
Feliz, S., Ricoy, M., Buedo, J., & Feliz-Murias, T. (2022) · Sustainability · doi:10.3390/su14137787 · Cited by 9
Subirats, L., Corral, A. P., Perez-Ruiz, S., Fort, S., & Sacha, G. M. (2023) · PLoS ONE · doi:10.1371/journal.pone.0282306 · Cited by 8
Alkhannani, B. M. (2021) · Journal of Language Teaching and Research · doi:10.17507/jltr.1205.15 · Cited by 9
FEM education in undergraduate studies: Industry‐informed research
Pérez‐Santiago, R., & Campos, E. (2023) · Computer Applications in Engineering Education · doi:10.1002/cae.22627 · Cited by 7
Urbanek, A., Losa-Jończyk, A., Wieczorek‐Kosmala, M., Hlaváček, K., & Lokaj, A. (2023) · Sustainability · doi:10.3390/su151511878 · Cited by 20
Sedrakyan, G., Borsci, S., Abdi, A., van den Berg, S. M., Veldkamp, B. P., & van Hillegersberg, J. (2023) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-02-2023-0014 · Cited by 7
Nordrum, E. I., & Gracia, P. (2023) · Information Communication & Society · doi:10.1080/1369118x.2023.2295360 · Cited by 10
Pinto, A. M., Curral, L. A., Costa, M. D. R., Quadros, F., de Jesús, S. N., Martínez, I. M., Roazzi, A., & Oliveira, S. (2025) · Healthcare · doi:10.3390/healthcare13040371 · Cited by 9
Ongoing effects of pandemic-imposed learning environment disruption on student attitudes
Hynninen, T., Pesonen, H., Lintu, O., & Paturi, P. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.010101 · Cited by 9
Teachers’ Appreciation of Benefits and Shortcomings of Online and Blended Higher STEM Education
Skliarova, I., Meireles, I., Tchemisova, T. V., Cação, I., & Martins, N. (2023) · Education Sciences · doi:10.3390/educsci13040338 · Cited by 7
EFL STUDENTS’ CHALLENGES IN WRITING RESEARCH PROPOSALS
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Sedrakyan, G., van den Berg, S. M., Veldkamp, B. P., & van Hillegersberg, J. (2023) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2023.13.5.1867 · Cited by 7
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Taking Up the Challenges Faced by Higher Education Institutions in Technology to Create Smart Campus
Hartati, S., Sumarto, S., Nurdin, D., & Suryana, A. (2023) · Journal of Education Research and Evaluation · doi:10.23887/jere.v7i4.66851 · Cited by 7
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Elshewey, A. M., Ibrahim, A. F., Abdelhamid, A. A., Eid, M. M., Singla, M. K., & Farhan, A. K. (2024) · Journal of Artificial Intelligence in Engineering Practice. · doi:10.21608/jaiep.2024.355008 · Cited by 7
SINIF ÖĞRETMENLERİNİN ACİL UZAKTAN EĞİTİM SÜRECİNDEKİ HAZIRBULUNUŞLUKLARI VE GÖRÜŞLERİ
BARAN, A., & Sadık, O. (2021) · Adıyaman üniversitesi sosyal bilimler enstitüsü dergisi/Adıyaman üniversitesi sosyal bilimler enstitisü dergisi · doi:10.14520/adyusbd.862639 · Cited by 10
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Metadata
- Authors
- Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L.
- Affiliations
- Universidad Politécnica de Madrid (ES)
- Corresponding author
- Hernández-García, Ángel
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2021-06
- Volume
- 119
- Pages
- 106713
- ISSN
- 0747-5632 (ISSN-L)
- PMC
- PMC8631572
- OpenAlex
- W3127071514
- Semantic Scholar
- 7977db270a9a517a26456210262640393d34488a
- Cited by
- 693
- References
- 69
- Citations by year
- 2026: 45 · 2025: 49 · 2024: 110 · 2023: 202 · 2022: 208 · 2021: 79
- FWCI
- 264.02
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- Computers in Human Behavior (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Hispana (acceptedVersion, cc-by-nc-nd)
- Archivo Digital UPM (Universidad Politécnica de Madrid) (acceptedVersion, cc-by-nc-nd)
- Funders
- Universidad Politécnica de Madrid
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › E-Learning and COVID-19
- Social Sciences › Education › Online and Blended Learning
- Keywords
- emergency remote teaching, COVID-19 pandemic, academic performance, higher education, class size, digital learning technologies, telecommunications education, Universidad Politécnica de Madrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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