Analysis of the effects of perceived quality differences between adequacy for emergency remote education and return to traditional in-person education

Analysis of the effects of perceived quality differences between adequacy for emergency remote education and return to traditional in-person education

Purpose This study aims to evaluate the suitability of emergency remote education (ERE) during the COVID-19 pandemic and subsequently during the return to in-person education (IPE), investigating aspects of perceived quality differences in these transitions that may have impacted the students’ learn...

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Bibliographic Details
Published in:Quality assurance in education Vol. 32; no. 1; pp. 141 - 162
Main Authors: Fernandes, Rafael da Silva, Luz, Rosana Maria do Nascimento, Silva, Jaqueline Matias da, Andrade, Dalton Francisco de
Format: Journal Article
Language:English
Published: Bradford Emerald Publishing Limited 09-01-2024
Emerald Group Publishing Limited
Subjects:
Academic Standards
College students
Colleges & universities
COVID-19
Creative Teaching
Distance Education
Distance learning
Educational Assessment
Educational Facilities Improvement
Educational Quality
Higher education
In Person Learning
Institutional Evaluation
Instructional Effectiveness
Item Response Theory
Learning
Measurement Techniques
Pandemics
Perceptions
Quality Assurance
Quality Control
Quality of education
School Schedules
Student attitudes
Student Improvement
Student Motivation
Teacher Effectiveness
Teaching
Teaching Methods
Test Construction
Psychometric assessment
Technology acceptance
Quality assurance
Teaching/learning strategies
Higher education
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Summary:Purpose This study aims to evaluate the suitability of emergency remote education (ERE) during the COVID-19 pandemic and subsequently during the return to in-person education (IPE), investigating aspects of perceived quality differences in these transitions that may have impacted the students’ learning process. Design/methodology/approach This study applied a 41-item instrument to undergraduate students in higher education institutions (HEIs) in Brazil. For the suitability group, 493 responses were collected, and for the return to IPE group, 187 responses were collected. Three calibration approaches were performed using item response theory, with the first two adjusting data independently, and the third one involving a multigroup estimation. Findings During ERE, students perceived an increase in course offerings, better organization of classes and more study materials. However, the larger volume of content posed challenges in class monitoring, content comprehension and concentration. Upon returning to IPE, students noticed more organized assessments and activities. They found favorable test environments and collaborative tasks with peers, but they experienced difficulties in accessing professors and with class/content organization. Practical implications By identifying the most suitable items for both teaching formats, HEIs can enhance teaching practices that are more satisfactory from the students’ perspective. Originality/value This study provides an item ranking procedure inspired by differential item functioning and differential test functioning statistics. In an atypical situation, the item ranking procedure demonstrated its ability to generate useful information for identifying and quantifying the longitudinal effects of perceived quality on students.
ISSN:0968-4883
0968-4883
1758-7662
DOI:10.1108/QAE-01-2023-0005