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How to Cope With Emergency Remote Teaching for University Academics: The Case of a High-Profile Language University in China

Author

Listed:
  • Xiaohua Jiang
  • Benjamin H. Nam
  • Xiaoyong Tian
  • Hui Jin

Abstract

Despite the growing body of literature on the structural problems of emergency remote teaching during the COVID-19 pandemic, far too little empirical research has been conducted on university academics’ challenges in online pedagogy and what is needed to facilitate their teaching during a time of educational crisis. Thus, this study selects a high-profile Chinese language university as a case study to explore how university academics in China have dealt with the challenges of emergency remote teaching during the pandemic. This paper conducts open-ended interviews with 22 academic faculty members and adopts TPACK concepts to interpret the findings. The results demonstrate how participants find avenues to deal with emergency remote teaching, effective measures universities need to adopt, and ways to facilitate TPACK with academic faculty.

Suggested Citation

  • Xiaohua Jiang & Benjamin H. Nam & Xiaoyong Tian & Hui Jin, 2023. "How to Cope With Emergency Remote Teaching for University Academics: The Case of a High-Profile Language University in China," SAGE Open, , vol. 13(1), pages 21582440231, February.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:1:p:21582440231158026
    DOI: 10.1177/21582440231158026
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    References listed on IDEAS

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    1. Marco Antonio Zamora-Antuñano & Juvenal Rodríguez-Reséndiz & Leticia Rodriguez Segura & Miguel Ángel Cruz Pérez & José Antonio Altamirano Corro & Wilfrido J. Paredes-Garcia & Hugo Rodríguez-Reséndiz, 2021. "Analysis of Emergency Remote Education in COVID-19 Crisis Focused on the Perception of the Teachers," Sustainability, MDPI, vol. 13(7), pages 1-19, March.
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    Cited by:

    1. Yuhui Jing & Xiaojiao Chen & Keke Zhu & Shusheng Shen & Chengliang Wang, 2023. "The Implementation Path and Problems Encountered During Emergency Remote Teaching in Vocational Colleges: A Qualitative Study in China," SAGE Open, , vol. 13(4), pages 21582440231, November.

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