Abstract—The sudden shift from physical classroom
education towards emergency remote teaching (ERT) in higher
education during the unprecedented global pandemic caused an
abrupt change in the learning environment for students and
educators alike. The disruptive overnight change and
conversion of entire courses to emergency remote teaching
caused concern for not only educators, but also students that
had little time to adapt to the new circumstances. While the
embedment of technologies in the classroom is not a new
concept, this quantitative research expands a case study that
sought to examine the perceived satisfaction of undergraduate
students with the emerging paradigm of ERT. Responses
(n=669) based on empirical data as well as secondary data were
analyzed to conclude that, in particular, younger freshmen
students struggled more with online emergency remote teaching
than their older peers. Furthermore, the study identified
numerous similarities between both data samples. The current
research informs educators about student perceptions and
preferences during these extraordinary circumstances of
uncertain duration. Furthermore, the paper concludes with
recommendations that aim to provide institutions and
educators with practical guidance on how to tackle the outlined
issues.
Index Terms—Emergency remote teaching,
Technology-enhanced learning, online learning, higher
education.
Kevin Fuchs is with the Faculty of Hospitality and Tourism, Prince of
Songkla University, Phuket, Thailand (e-mail: kevin.f@phuket.psu.ac.th).
Cite: Kevin Fuchs, "Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand," International Journal of Information and Education Technology vol. 11, no. 12, pp. 624-630, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).