The DOI matches its Crossref record; 66 of the 69 references it cites were found in a registry or an index; none of the 55 sources its claims cite is checked for support yet.
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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43 Not checked yet · 36 Own result · 32 Own interpretation · 13 No basis given · 4 Own method
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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
plainn = 43- Asserted: passes — The authors put it forward as true.
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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
plaindirectn = 43- Asserted: passes — The authors put it forward as true.
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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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In the paper
“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
hedged- Asserted: passes — The authors put it forward as true.
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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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In the paper
“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
plain- Asserted: passes — The authors put it forward as true.
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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
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“ten of them complained about the short period of time available to become familiar with the use of new digital tools and the changes in the learning processes”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“the difference in synchrony increases, with almost two thirds of the courses being taught synchronously”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“even though more than one quarter of the coordinators did not experience the transition as problematic”
§ 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
“due to the pandemic, many of these continuous assessment assignments were either delayed, simplified –likely reducing the difficulty level– or directly removed”
§ 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
“Most coordinators stated that they had to make changes in the different assignments that students needed to complete to pass the course.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Aspects related to learning instruction
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“the independent t-tests (Fig. 10, Fig. 11 ) show no significant differences in the variation of passing grades between emergency remote teaching and face-to-face remote teaching in the previous academic year”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“In general, the overall impression of coordinators about the move to remote teaching under the pandemic is positive (48.8 percent), albeit nuanced.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“adaptation time was indeed one of the main problems encountered by the instructors”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“The result (Fig. 5 ) shows a significant increase (between 7 and 10 percentual points) in the percentage of the students passing the course under emergency remote teaching when compared to the previous two years”
- Also stated in: § Discussion · plain
“the analysis reveals that the overall academic performance of students in emergency remote conditions was significantly better than traditional face-to-face instruction”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plaindirect- Asserted: passes — The authors put it forward as true.
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- Also stated in: § Discussion · plain
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 second one (10 coordinators, 23.3 percent) is related to technical problems with the different videoconferencing platforms supporting synchronous sessions –e.g., disconnections, high latency– and with the LMS –maximum file size, uptime and service availability–”
§ 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 study finds that students achieved better results under emergency remote teaching.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“finally, the fourth category (3 coordinators, 7.0 percent) relates to a loss in the experimental aspects of learning, which has an impact on courses involving a high amount of laboratory sessions.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Interestingly, 10 coordinators (23.3 percent) expressed their concerns about student participation and engagement in the course.”
§ 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 study did not find significant differences between the different digital tools used in the courses.”
- Also stated in: § Conclusion · hedged
“the findings from this study suggest that class size, the choice of synchronous and asynchronous delivery and the choice of virtual communication tools do not have a significant effect on students’ academic performance.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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- Also stated in: § Conclusion · hedged
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In the paper
“However, when observing the data, most of these courses are delivered asynchronously”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Finally, other 10 coordinators stated that moving to online learning takes time to adapt”
- Also stated in: § Additional considerations · plain
“the first one (10 coordinators, 23.3 percent) groups different objections about the short time required to adapt to the new processes and tools that support emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
plain- Asserted: passes — The authors put it forward as true.
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- Also stated in: § Additional considerations · plain
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 third one (6 coordinators, 14.0 percent) focuses on low student participation, engagement and motivation, including poorer immediate feedback due to lack of visual contact and social presence”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Twelve coordinators (27.9 percent) did not seem to find any important problems with their adaptation to emergency remote teaching.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Additional considerations
hedged- Asserted: passes — The authors put it forward as true.
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In the paper
“Third, the choice of delivery mode did not seem to affect students’ academic performance.”
- Also stated in: § Conclusion · hedged
“the findings from this study suggest that class size, the choice of synchronous and asynchronous delivery and the choice of virtual communication tools do not have a significant effect on students’ academic performance.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
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- Also stated in: § Conclusion · hedged
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 findings from this study suggest that class size, the choice of synchronous and asynchronous delivery and the choice of virtual communication tools do not have a significant effect on students’ academic performance.”
- Also stated in: § Conclusion · plain
“Fourth, we found that class size did not have an impact of academic performance.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
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- Also stated in: § Conclusion · plain
None of the sources cited for this claim have been checked yet.
In the paper
“However, it is also true that the decisions that instructors have had to make to deliver their courses are not that different from the intervention features (Means, Bakia, & Murphy, 2014) or learning design options (Hodges et al., 2020) they have to choose when they plan, design and implement an online course.”
§ 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 Means, Bakia, & Murphy, 2014
- Not checked yetcites Hodges et al., 2020
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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
“support the idea that organizational factors may contribute to successful implementation of emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Abstract
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“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.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Abstract
What the sources say
- Not checked yetcites Hodges et al., 2020
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“When sudden transitions as a response to a crisis occur, coordinated measures would take too long to put into place, especially when the rigidity of bureaucracy constrains the ability to change by establishing rigid rules (Haveman, 1992).”
§ 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 Haveman, 1992 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
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None of the sources cited for this claim have been checked yet.
In the paper
“Research on the influence of synchrony in distance or online learning does not seem to agree on which one is more effective when considering student outcomes.”
§ 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
hedged- Asserted: passes — The authors put it forward as true.
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In the paper
“different reports have confirmed important changes in consumption habits of Gen Z-ers during lockdown (Hawthorne-Castro, 2020; Jones, 2020), especially in social media, online gaming, and online video and TV/video streaming services, all of which favor procrastination”
§ 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 Hawthorne-Castro, 2020
- Not checked yetcites Jones, 2020
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In the paper
“There is enough evidence that the stress experienced by students –and, let us not forget, also by instructors– has increased during the pandemic”
§ 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
boosteddirect- Asserted: passes — The authors put it forward as true.
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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
“which suggests that the improvement of passing rates in the second semester could possibly be attributed to the effect of emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
hedgedconditional- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: First-semester courses in the same years provide a valid comparison to second-semester courses for isolating the effect of emergency remote teaching.
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 federated or semi-decentralized structure also seems to have favored a rapid response: as instructors felt free to decide on which digital tools and what instructional design they implemented in their courses, no time was spent in bureaucracy”
§ 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
“therefore we cannot discard the potential effect of dishonest behaviors among some students”
§ 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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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 emphasizes the importance of having at least some minimum technical infrastructure to support digital remote teaching, especially as a pre-requisite for successful response in emergency remote teaching.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“However, this finding should be taken with caution, as only three courses incorporated Webex.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plain- Asserted: passes — The authors put it forward as true.
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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
“assessment activities were constrained by technical, time-related, and even regulatory factors”
§ 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
“the structure of the typical final exam in the degree2 is very difficult to translate to an online context (Keijzer-de Ruijter & Draaijer, 2019)”
§ 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 Keijzer-de Ruijter & Draaijer, 2019
plain- Asserted: passes — The authors put it forward as true.
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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
“therefore we cannot confirm a possible influence of these variables on academic performance in emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a 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
“which shows that the improvement in academic performance was caused by an overall increase in student outcomes across core courses”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Our results then seem to confirm, at a larger scale, those of Gonzalez et al. (2020) in a different university in Madrid.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion
What the sources say
- Not checked yetcites Gonzalez et al., 2020 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a 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 School of Telecommunication Engineering at Universidad Politécnica de Madrid was relatively well prepared for the crisis in terms of technical infrastructure”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a 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 existence of formal and informal communication channels facilitated making faster and more informed decisions about the available options, despite the short time available for response”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Discussion > Organizational aspects
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“this focus on STEM matters may have contributed to the improvement in student outcomes, confirming the findings of Vo et al. (2017) in blended learning”
§ 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 Vo et al., 2017
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Students in this degree have the necessary digital skills and resources to succeed in an online course.
In the paper
“The pandemic lockdown stress is also closely related to anxiety, loneliness and depression (Misirlis, Zwaan, & Weber, 2020)”
§ 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 Misirlis, Zwaan, & Weber, 2020
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a 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
“For instance, the positive results found in this study suggest that distal factors –higher education instructors' knowledge, skills, and attitudes toward technology; their qualification; and institutional, organizational, and administrative factors, together with instructors' and students’ equipment and digital skills– do have an effect on student outcomes.3”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“From a wider perspective, the study seems to be in support of some aspects of the C♭-model for both online and offline environments in higher education (Sailer, Schultz-Pernice, & Fischer, 2020).”
§ 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 Sailer, Schultz-Pernice, & Fischer, 2020
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a 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
“Second, the results highlight that successfully moving to online learning –or, in this case, emergency remote teaching– goes beyond the mere choice of a specific technology.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a 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 sudden and temporary state of the changes seen in the delivery of instruction during the pandemic forced instructors to rely on readily available digital tools that facilitated fast adaptation”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Concluding remarks
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a 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
“therefore, this result contends previous literature and should be further explored by future research.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“As mentioned in Section 6, while counter-intuitive, this result confirms, across a larger number of courses, the findings of Gonzalez et al. (2020) in a very similar albeit smaller context.”
§ 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 Gonzalez et al. (2020) source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“A third limitation of the study is the omission of students’ views and perceptions of the process of moving to emergency remote teaching”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion > Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a 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
“First, the results suggest that organizational readiness –technical infrastructure and support, flexible structures that facilitate decision-making and empower instructors, the availability of informal communication channels, and development of digital skills of faculty members– have a positive effect when rapidly adapting teaching in the context of a crisis or change of paradigm.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Conclusion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 36
- Probably not a substantial claim. 44
- The quote only partly states this claim. 4
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
“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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
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 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
“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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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 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
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably 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
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
“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.”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Research setting > Timeline of events
“In the second semester, courses started on the week of January 29, 2020.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Introduction
“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)?”
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Method
“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).”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study > Data analysis
“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 > Conclusion
“The study did not find significant differences between the different digital tools used in the courses.”
Citations
Cites
The Population Ecology of Organizations
Hannan, M. T., & Freeman, J. (1977) · American Journal of Sociology · doi:10.1086/226424 · Cited by 7,563
The Difference between Emergency Remote Teaching and Online Learning
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2024) · Handbook of Research in Online Learning · doi:10.1163/9789004702813_021 · Cited by 6,253
Punctuated equilibria: an alternative to phyletic gradualism
Eldredge, N., Gould, S. J., & Schöpf, T. J. M. (1972) · Cited by 3,257
Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020) · Journal of Medical Internet Research · doi:10.2196/21279 · Cited by 2,822
COVID-19: 20 countries’ higher education intra-period digital pedagogy responses
Crawford, J., Butler-Henderson, K. A., Rudolph, J., Malkawi, B. H., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. M. S. (2020) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2020.3.1.7 · Cited by 2,176
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020) · Postdigital Science and Education · doi:10.1007/s42438-020-00155-y · Cited by 2,130
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004) · Review of Educational Research · doi:10.3102/00346543074003379 · Cited by 1,761
Elmer, T., Mepham, K., & Stadtfeld, C. (2020) · PLOS ONE · doi:10.1371/journal.pone.0236337 · Cited by 1,658
The effectiveness of online and blended learning: A meta-analysis of the empirical literature
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811311500307 · Cited by 1,638
The impact of stress on students in secondary school and higher education
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2019.1596823 · Cited by 1,359
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
- Moallem, 2015, The impact of synchronous and asynchronous communication tools on learner self-regulation, social presence, immediacy, intimacy and satisfaction in collaborative online learning, The Online Journal of Distance Education and E-Learning, 3, 53
Cited by
Sorted by citations
Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education
Rapanta, C., Botturi, L., Goodyear, P., Ortiz, L. G., & Koole, M. L. (2021) · Postdigital Science and Education · doi:10.1007/s42438-021-00249-1 · Cited by 727
Transition to online learning during the COVID-19 pandemic
Lemay, D. J., Bazelais, P., & Doleck, T. (2021) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2021.100130 · Cited by 381
Zhao, L., Wu, X., & Luo, H. (2022) · Sustainability · doi:10.3390/su142114549 · Cited by 239
Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00316-4 · Cited by 322
Saura, J. R., Soriano, D. R., & Saldaña, P. E. Z. (2022) · Journal of Business Research · doi:10.1016/j.jbusres.2021.12.052 · Cited by 237
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.
What counts as a claim ›How we measure confidence ›How we check this ›
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