Emergency remote teaching in higher education: mapping the first global online semester

May combine two claims.

The most frequent discipline of first authors was Health & Welfare (22.3%, n = 63), followed by Education (18.1%, n = 51) and Natural Sciences, Mathematics & Statistics (16%, n = 45).

“the most frequent was Health & Welfare (22.3%, n = 63), followed by Education (18.1%, n = 51) and Natural Sciences, Mathematics & Statistics (16%, n = 45).”

May combine two claims.

Participants mostly hailed from Asia (27.7%), North America (22.7%) and Europe (27.3%).

“Participants mostly hailed from Asia (n = 78, 27.7%), North America (n = 64, 22.7%) and Europe (n = 77, 27.3%)”

May combine two claims.

The majority of studies were quantitative (53.6%, n = 151), 16.3% qualitative (n = 46), and 30.1% mixed methods (n = 85).

“The majority of studies were coded as quantitative research (n = 151, 53.6%), 16.3% of studies (n = 46) used a qualitative approach, and 30.1% (n = 85) were coded as mixed methods studies.”

May combine two claims.

There was a first wave of publications that peaked in August 2020, after which monthly publications decreased.

“there was a first wave of publications that peaked in August 2020 (see Fig. 3). After September 2020, the number of monthly publications decreased.”

The quote only partly states this claim.

Research focused predominantly on students' perceptions of teaching and learning during the pandemic.

“focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic.”

Probably not a substantial claim: may not pass S3 (load-bearing).

8.2% of studies did not explicitly mention how they undertook their analysis.

“8.2% did not explicitly mention in their report, how they undertook their analysis.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The studies were published by 1,019 authors, mostly in teams of two or three.

“The studies in this review were published by 1,019 authors, mostly in teams of two or three”

May combine two claims.

The review included 256 published journal articles from 155 unique journals.

“The 256 published journal articles in this review were sourced from 155 unique journals”

May combine two claims.

The most researched disciplines were Health & Welfare (27.3%), Natural Sciences, Mathematics & Statistics (24.1%) and Education (16%).

“The most researched disciplines were Health & Welfare (27.3%), followed by Natural Sciences, Mathematics & Statistics (24.1%) and Education (16%).”

May combine two claims.

The most often combined methods of data collection were surveys and interviews (8.5%, n = 24), followed by surveys and student grades (7.4%, n = 21).

“The most often combined methods of data collection were surveys and interviews (8.5%, n = 24), such as the study of Indian educators and postgraduate students by Mishra et al. (2020), followed by surveys and student grades (7.4%, n = 21)”

Probably not a substantial claim: may not pass S3 (load-bearing).

10.3% (n = 29) of studies included more than 6 authors.

“10.3% (n = 29) included more than 6 authors”

May combine two claims.

17.4% of studies were written by only one author, 10.3% were collaborations between international and domestic authors, and only 3.5% were international collaborations.

“17.4% were written by only one author, 10.3% were collaborations between international and domestic authors (two or more authors from the same country), and only 3.5% were published by international collaborations of authors from two or more completely different countries.”

May combine two claims.

The global geographical distribution of authors and participants' country affiliations mirrors previous findings, with a noticeable lack of research coming from the Global South and Oceanic countries.

“The global geographical distribution of authors and participants’ country affiliations likewise mirrors previous findings (e.g., Bond et al., 2019), with a noticeable lack of research coming from the Global South and Oceanic countries.”

• cites Bond et al., 2019Not checked yet

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12.8% of studies had unclear first author discipline.

“For 36 studies (12.8%) it was not possible to identify the discipline of the first author.”

May combine two claims.

Multimodal production tools had important presence (34.8%), particularly teachers' pre-recorded videos.

“Other typologies of tools with important presence were text-based tools (especially text-based communication such as email or instant messaging, 31.9%) and multimodal production tools (34.8%), particularly the use of teachers’ pre-recorded videos.”

May combine two claims.

21.6% (n = 61) of studies were within a specific department, 26.6% (n = 75) were course-specific, and 6.4% were within a discipline or specific study program.

“followed by studies within a specific department (21.6%, n = 61). Course-specific research accounts for 26.6% (n = 75) of the studies, and 6.4% of the studies were conducted within a discipline or a specific study program (5%).”

May combine two claims.

Combinations of synchronous collaboration tools with multimodal production tools (81%) and with LMS (68%) were strikingly higher than in the review by Bond, Buntins et al. (2020b), with 56% and 38% respectively.

“Likewise, the combination of synchronous collaboration tools and multimodal production tools (81%), as well as the combination of synchronous collaboration tools and LMS (68%) was strikingly higher than that found in the review by Bond, Buntins et al. (2020b), with 56% and 38% respectively.”

• cites Bond, Buntins et al. (2020b)Not checked yet

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In the concept map of study titles and abstracts, 'students' had the most direct mentions (1343, 100% relative count), followed by pandemic (52% connectivity), e-learning (7%), classes (7%), social (7%), and data (6%).

“The thematic summary reveals that students has the most direct mentions with 1343 (100% relative count), followed by pandemic (52% connectivity), e-learning (7%), classes (7%), social (7%) and data (6%).”

May combine two claims.

Synchronous collaboration tools were most often used with other technology types, combined with text-based tools in 86% of all possible cases, with multimodal production tools in 81%, and with social networking tools in 77%.

“Synchronous collaboration tools was most often used with other technology types, being combined with text-based tools in 86% of all possible cases, with multimodal production tools in 81% of all possible cases, and with social networking tools in 77% of all possible cases.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The concept map indicates a focus on assessment, although the topic analysis found only 10% of studies with assessment as a research focus.

“Interestingly, the map indicates a focus on assessment (see students-learning-online-teaching-assessment), although the topic analysis only found 10% of studies with assessment as a research focus; a potential area for further exploration.”

May combine two claims.

The majority of studies were carried out cross-sectionally and employed descriptive statistics rather than more complex analyses.

“This finding is also in line with the fact that the majority of studies were carried out cross-sectionally, and employed descriptive statistics rather than more complex analyses.”

May combine two claims.

Studies that explicitly discussed online assessment tools mentioned student concerns about not completing tests in time and inflexible online quizzes, internet connections dropping out during tests, just-in-time quizzes on mobile devices, and educator concerns about online proctoring.

“Studies that did explicitly discuss the use of online assessment tools mentioned student concerns around not completing tests in time and online quizzes being inflexible with answers (Dietrich et al., 2020), internet connections dropping out during tests and affecting completion (Means & Neisler, 2020), the use of ‘just in time’ quizzes delivered to students’ mobile devices (Chen et al., 2021),”

• cites Dietrich et al., 2020 sourceNot checked yet

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• cites Means & Neisler, 2020Not checked yet

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• cites Chen et al., 2021 sourceNot checked yet

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May combine two claims.

14.5% of studies used interviews and 7.4% used student grades.

“followed by interviews (14.5%) and students grades (7.4%).”

May combine two claims.

Surprisingly little research focused on student well-being (4.6%) and educator well-being (1.1%), or on teacher professional development (1.1%).

“Surprisingly little research focused on student (4.6%) and educator well-being (1.1%), or on teacher professional development (1.1%).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Sample sizes seemed to be equally distributed among the different study designs.

“Sample sizes seemed to be equally distributed among the different study designs”

May combine two claims.

'Online learning' was the most frequently used term (20.6%), while 'emergency remote teaching' was used relatively less often (5.3%).

“Across the study corpus, ‘online learning’ was the most frequently used term (20.6%, see Table 6), with ‘emergency remote teaching’ being used relatively less often (5.3%)”

The quote only partly states this claim.

The studies were predominantly focused on student perceptions of emergency remote education and online learning (60.6%).

“The studies that were published in the first semester of the pandemic were predominantly focused on student perceptions of emergency remote education and online learning (see Table 7)”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The omitted study design information ranged from student participants' study levels, to discipline/subjects under investigation, to whether 'first year' or 'introductory' referred to undergraduate or postgraduate students, to exact technology employed within courses.

“This ranged from information about student participants’ study levels, to the discipline/ subjects under investigation, whether ‘first year’ or ‘introductory’ referred to undergraduate or postgraduate students, to information about the exact technology being employed within courses.”

May combine two claims.

Only a small number of studies referred to having employed more advanced educational technology, such as virtual worlds, simulations, e-portfolios or similar, as well as a smaller than expected focus on online and alternative methods of assessment.

“Only a small number of studies referred to having employed more advanced educational technology, such as virtual worlds, simulations, e-portfolios or similar, as well as a smaller than expected focus on online and alternative methods of assessment.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Academic collaboration in research occurred mostly with domestic colleagues and in teams working with two or three authors.

“On the other hand, although the pandemic struck globally, academic collaboration in research occurred mostly with domestic colleagues and in teams working with two or three authors.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Emergency remote teaching (ERT) is an unplanned practice in which any available offline and/or online resources are used.

“The special feature of emergency remote education is that it is an unplanned practice, with no option than to use any kind of offline and/or online resources that may be at hand.”

• cites Bozkurt et al., 2020 sourceNot checked yet

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• cites Hodges et al., 2020Not checked yet

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May combine two claims.

The review was conducted using explicit and transparent methods and guided by PRISMA reporting guidelines.

“conducted using explicit and transparent methods (Gough et al., 2012; Zawacki-Richter et al., 2020), and guided by the PRISMA reporting guidelines (Page et al., 2020).”

• cites Gough et al., 2012Not checked yet

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• cites Zawacki-Richter et al., 2020 sourceNot checked yet

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• cites Page et al., 2020Not checked yet

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The first semester of 2020 marked a turning point in education, with the Covid-19 pandemic leading to a switch to online instruction.

“Globally, the first semester of 2020 marked a turning point within education; the Covid-19 pandemic lead to the unprecedented situation of having to switch to online instruction.”

• cites Hodges et al., 2020Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing).

An initial five studies were coded by all four authors to ensure agreement on the coding scheme.

“An initial five studies were coded by all four authors, in order to ensure agreement on the coding scheme.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The review was pre-registered.

“a systematic review was pre-registered (Händel, Bedenlier et al., 2020)”

• cites Händel, Bedenlier et al., 2020 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The review was conducted by four reviewers, and attempts were made to reduce bias and inconsistency, but the possibility of human flaw cannot be fully discounted.

“The review was conducted by four reviewers and, whilst attempts were made to reduce bias and inconsistency (see Section “Inclusion/exclusion criteria”), the possibility of the human flaw of having overlooked or misinterpreted information cannot be fully discounted.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The lack of research from the Global South and Oceanic countries should be considered within the specific context of the pandemic, given variable infection numbers and varying national responses to COVID-19 in 2020.

“However, this should be considered within the specific context of the pandemic, given the variable numbers of infections in those locations in 2020, as well as the varying national responses to COVID-19 and measures employed to fight the spread of the pandemic.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Framing research within a stronger theoretical basis can assist with interpreting data and with identifying a field's disciplinary alignment.

“Framing research within a stronger theoretical basis, can assist with interpreting data (Kaliisa & Picard, 2017) and with identifying a “field’s disciplinary alignment” (Crook, 2019, p. 486).”

• cites Kaliisa & Picard, 2017Not checked yet

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• cites Crook, 2019 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The pandemic struck higher education unexpectedly, with swift decisions and actions enforced.

“The pandemic struck higher education unexpectedly, with swift decisions and actions enforced (ERT; Hodges et al., 2020).”

• cites Hodges et al., 2020Not checked yet

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The high number of articles from the Journal of Chemical Education is likely due to that journal opening a special issue call for papers in April 2020 that was published online in August.

“This is likely due to that journal opening a special issue call for papers in April 2020 that was published online in August.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The review's search was limited to four large international databases and further repositories, and needs continuous updating.

“Four large international databases were searched, as well as further repositories containing grey literature, and although articles written in both English and Spanish were explicitly searched for, and appropriate German language studies included, the search needs to be continuously updated”

Probably not a substantial claim: may not pass S3 (load-bearing).

The share of open access studies corresponds to the share of open access publication of K-12 research undertaken during the pandemic.

“corresponding to the share of open access publication of K-12 research undertaken during the pandemic (Bond, 2020).”

• cites Bond, 2020Not checked yet

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Classified as probably not a substantial claim.

Quality appraisal of included studies was not conducted at this stage.

“it was decided to map the available studies at this stage, prior to conducting further synthesis and quality assessment in future iterations of the review.”

May combine two claims.

International databases mostly index journals that only accept submissions in English, so the number of papers written in English is much higher than other languages.

“Regarding the latter, we have to acknowledge that international databases mostly index journals that only accept submissions in English, and therefore, the number of papers written in that language—even considering that these may come from authors in non-English speaking countries—is much higher than other languages (Tight, 2019).”

• cites Tight, 2019 sourceNot checked yet

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The design and conduct of the research itself could be considered as 'emergency remote research'.

“Hence it could be said that, not only was the research focused on emergency remote teaching and learning, but also the design and conduct of the research itself could be considered as “emergency remote research” (Bond, 2020, p. 202).”

• cites Bond, 2020Not checked yet

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Systematic reviews and meta-analyses within higher education research address the topic of course design in 289 out of 515 identified cases of overview works.

“With Tight (2020) showing that systematic reviews and meta-analyses within higher education research address the topic of course design in 289 out of 515 identified cases of overview works”

• cites Tight (2020)Not checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The lack of research found in the review may be related to two limitations: research could be indexed in other databases not analysed, or published in languages other than English and Spanish.

“Also, this lack of research found in the review may also be related to two limitations of the study: research could be indexed in other databases that are not the ones analysed, or they could be published within their own languages, different from English and Spanish.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The popularity of learning management systems is in line with the majority of universities already having and using main institutional systems to some extent.

“LMS were also popular in these publications (41.5%), which is in line with the use of the main institutional systems that the majority of universities already had and used to some extent (e.g. to upload materials).”

Probably not a substantial claim: may not pass S3 (load-bearing).

Using the example of the Latin American publishing context, Beigel (2021) finds that within the so-called periphery, regional centres emerge.

“Using the example of the Latin American publishing context, Beigel (2021) finds that within the so-called periphery, regional centres emerge, which calls for closer inspection of publication patterns within regions.”

• cites Beigel (2021) sourceNot checked yet

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The finding that most authors' affiliation countries are located in Europe, Asia and North America echoes prior educational technology in higher education research.

“a finding that echoes prior educational technology in higher education research (e.g., Bond et al., 2019).”

• cites Bond et al., 2019Not checked yet

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The learning management system was used frequently and is potentially used more often for teaching and learning purposes, not solely as a file repository.

“What is also evident in the reviewed studies, is that another educational technology tool that was used frequently—the learning management system—whilst not surprising, is interesting in the sense that it is potentially used more often for teaching and learning purposes, and not solely as a file repository (Brady & O’Reilly, 2020).”

• cites Brady & O’Reilly, 2020 sourceNot checked yet

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The concept of online or digital learning can vary an extraordinary amount between contexts and studies.

“The concept of online or digital learning can vary an extraordinary amount between contexts and studies, and in order for readers to understand and consider whether a study is applicable to their own situation, full study design details must be provided (Bond et al., 2020; Slavin, 2008).”

• cites Bond et al., 2020Not checked yet

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• cites Slavin, 2008 sourceNot checked yet

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Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Video conferencing has been around for thirty years and has experienced a surge in interest and broad application.

“With video conferencing being around for thirty years (Bonk, 2020), it has certainly experienced a surge in interest and broad application, entailing other questions related to its use (Bedenlier et al., 2020; Castelli & Sarvary, 2021).”

• cites Bonk, 2020 sourceNot checked yet

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• cites Bedenlier et al., 2020Not checked yet

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• cites Castelli & Sarvary, 2021 sourceNot checked yet

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The large number of studies published open access mirrors the relevance of initiatives such as the Open Covid Pledge for Research in Education.

“The large number of studies published open access, mirrors the relevance of initiatives such as the Open Covid Pledge for Research in Education”

May combine two claims.

Conditions, semester timing and other factors varied from country to country.

“In contrast, the conditions, semester timing and other factors, certainly varied from country to country (Bozkurt et al., 2020)”

• cites Bozkurt et al., 2020 sourceNot checked yet

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The small number of studies using advanced educational technology and the smaller than expected focus on online and alternative assessment align with pre-pandemic use of educational technology.

“Given the circumstances, this is perhaps not surprising, and also aligns with pre-pandemic use of educational technology (e.g., Bond et al., 2020b).”

• cites Bond et al., 2020bNot checked yet

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The educational technology most often employed-synchronous collaboration tools, especially video conferencing-is because teachers and students had the urge to re-create communication and interaction situations found during in-person lessons on campus, with a high potential of simulating face-to-face communication.

“It can be surmised that the educational technology most often employed—synchronous collaboration tools, and especially video conferencing—is because of the fact that teachers and students had the urge to re-create communication and interaction situations that are found during in-person lessons on campus (Giovannella, 2021), with a high potential of simulating face-to-face communication.”

• cites Giovannella, 2021Not checked yet

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Approximately one third of research omitted important study design information, as found in K-12 research during the early stages of the pandemic.

“As found in K-12 research conducted during the early stages of the pandemic (Bond, 2020), approximately one third of research omitted important study design information.”

• cites Bond, 2020Not checked yet

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