Assumption vs. Reality: Emergency Remote Learning Challenges for Students

Assumption vs. Reality: Emergency Remote Learning Challenges for Students

Jackson Koon Yat Lee

Toyo University

The unexpected twist of suddenly turning an entire school semester web-based due to COVID-19 caught teachers and students by surprise. It brought along a bundle of challenges such as using new technology, interacting with students and faculty members online, and adapting for a shortened semester.

However, our struggles with emergency remote teaching (ERT) may have distracted us from recognizing the difficulties students were experiencing during ERT, resulting in inaccurate assumptions about the students’ learning circumstances and capabilities. Having a good understanding of the learners’ situations is a key component that allows teachers to adjust their teaching methods and expectations, and the opposite could easily lead to frustrations for both sides.

Based on the presenter’s experience of one semester of ERT, as well as drawing from narratives shared on social platforms, this presentation summarizes early assumptions some teachers held about students into three main areas. Possible reasons behind certain assumptions and the reality of students’ experiences during ERT are explored. The presenter also shares how such revelations have inspired him with three ways to grow as a teacher when dealing with assumptions, applicable to both online and in-person teaching.