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ERIC Number: EJ1405856
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0968-4883
EISSN: EISSN-1758-7662
Analysis of the Effects of Perceived Quality Differences between Adequacy for Emergency Remote Education and Return to Traditional In-Person Education
Rafael da Silva Fernandes; Rosana Maria do Nascimento Luz; Jaqueline Matias da Silva; Dalton Francisco de Andrade
Quality Assurance in Education: An International Perspective, v32 n1 p141-162 2024
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A