The lockdown caused by the pandemic resulted in the closure of schools and universities. Professors had to adapt their subjects to be taught remotely to continue their classes, and students had to cope with various personal situations such as isolation, and returning to their countries. Ensuring that the quality of teaching was maintained would usually have required months of planning and design. In contrast, these changes had to be made in a few days, which is why this situation could be considered as Emergency Remote Teaching (ERT). The objective of this article is to evaluate the teaching of our faculty during this period using the CIPP model (Context, Input, Procedure and Product), which is especially focused on educational projects among others. The university was able to maintain teaching during this period despite the difficulties of the transition. In addition, evaluation surveys show that the satisfaction of professors and students was also maintained. This was possible thanks to the order and clarity transmitted from university authorities and the commitment of the professors, despite their increased workload. This knowledge is important to ensure a better response by universities in future emergencies.
- The lockdown produced by the Covid-19 pandemic forced universities to design and develop Emergency Remote Teaching (ERT) responses.
- Emergency Remote Teaching (ERT) and policies should be evaluated.
- The creation of a committee to manage and organise the transition to ERT releases professors from these tasks.
- Online assessment is the biggest barrier during ERT due to the different concerns of professors and students.
Calderon, K., Blanco, C., Gutierrez, I., Serrano, N., Santos, J., & Sanchez, G. (2022). Evaluation of emergency remote teaching during covid-19 lockdown in a Spanish university. Journal of University Teaching & Learning Practice, 19(5). https://ro.uow.edu.au/jutlp/vol19/iss5/07