Emergency remote teaching in HEI during the COVID-19 pandemic: a systematic review of the literature

Abstract

Due to the Covid-19 pandemic, Higher Education Institutions (HEIs) suspended face-to-face classes and adopted Emergency Remote Teaching (ERE), enabling the continuity of learning. In this sense, this article aimed to describe the main challenges and advantages of emergency remote teaching in HEIs, using the systematic literature review as a methodology, a method proposed by the authors Centobelli, Cerchione and Esposito (2017). The results showed that the main challenges faced by HEIs were: lack of resources for online learning; network connectivity and internet access; teachers' technical ability; inappropriate resume; adaptation of the course and evaluation process; little interaction; loss of focus; and lack of motivation to study. The main advantages found were: study flexibility; teacher's creativity; improvement in students' academic performance; accelerated use of digital technologies in the teaching-learning process; self-learning; organizational factors and reduced travel time. Although the ERE was abruptly imposed and presented many challenges, it was of paramount importance for the pandemic moment, enabling the continuity of the teaching-learning process, thus preventing an even greater loss in the area of ​​Education.