Abstract—The study evaluated the higher education
institutions (HEIs) emergency remote instructional delivery
using the context, input, process, product (CIPP) evaluation
model. To determine the responses of HEI administrators and
teachers in terms of the four CIPP elements, the sequential
explanatory mixed-method design was used. Teachers' digital
competence (n=108) obtained through the modified SELFIE
tool was analyzed using descriptive statistics. Interview data
from the teachers (n=7) and administrators (n=6) were analyzed
using Braun and Clarke's thematic analysis steps. Findings
revealed three themes for context evaluation: materials and
connectivity for learning continuity, leadership and technology
infrastructure, and technological capability. Teachers' digital
competence, support and resources, and curriculum and
instruction were the identified themes on input evaluation.
Analysis of the process led to identifying the two themes: a call
for action and the culture of change. The result of the product
evaluation revealed flexibility, resilience, self-helpfulness, and
interdependence. The acknowledgment of the unique context,
input, and support obtained during the critical period of
transitioning to emergency remote teaching led to the desired
educational pathways in teaching and learning amidst and
beyond the pandemic. The emerging remote teaching realities
will strengthen the technological capabilities of the institution to
enhance teachers’ and students’ digital competencies.
Index Terms—CIPP evaluation model, emergency remote teaching, digital competence, higher education institution, technological capability.
Remedios C. Bacus, Filomena T. Dayagbil, and Vincent F. Monacillo are with Cebu Normal University, Philippines (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Roselyn T. Bustos is with Cebu Technological University, Philippines (e-mail: email@example.com).
Cite: Remedios C. Bacus, Filomena T. Dayagbil, Vincent F. Monacillo, and Roselyn T. Bustos, "Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic," International Journal of Information and Education Technology vol. 12, no. 8, pp. 762-771, 2022.Copyright © 2022 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).