Abstract:

This is a paper describing in detail how, in March 2020, a total of 1040 conventional courses offered in the Spring 2020 Semester at the European University Cyprus transitioned to Emergency Remote Teaching (ERT) in response to the COVID-19 pandemic. For this study, data in the form of emails, publicly available materials, and internal documents were collected. Following a similar approach with Kessler et al. (2020), data were coded for goals, decisions, actions, and communication.

The paper presents how the successful transition to ERT during Spring Semester 2020 was a result of a combination of technological tools, resources, prior experiences, and existing policies that were already available and/or in place prior to the Covid-19 pandemic in March 2020, as well as a close monitoring by the University leadership, and various ways of support provided to faculty members and to students alike.

Findings describe 4 pillars that played a key role in transitioning to ERT. The first is related to the purchase of the Blackboard Learning Management System (LMS) along with its Blackboard Collaborate tool as the main tools for delivering programs and courses through the Distance Education Unit (DEU), established in 2013. The second is a professional development program for the faculty who were directly involved in teaching through the DEU. By 2020 over 50% of the faculty participated in this training. The third is the use of the Moodle platform since 2017 for delivering all materials to conventional students, but also offering ways and tools for students to deliver their course assignments. The fourth is related to the Digital Enhanced Learning initiative started in Fall 2018, seeking to define and implement a comprehensive strategy for (a) integrating digital solutions into all the conventional courses offered at the university; (b) training of teaching staff and students; and (c) development and adaptation of digital material. As a result, by 2020 about 39% of faculty were involved in this initiative.

Findings also describe a series of policy decisions and strategic actions that played a key role during Spring 2020, as well as the role of implementing digital tools that enabled sustainable quality of the delivery of online courses and exams. A prominent role in this success also played by a number of faculty trainings throughout the semester covering technical and pedagogical issues related to ERT. The paper also discusses how throughout the semester several groups in the University played a key role in this transition, mainly to support all faculty in transferring conventional courses to ERT. At the management level, the Rectorate Committee, the Executive Committee, and the Crisis Management Team responded to the government’s health directives and complied with the Cyprus Agency of Quality Assurance and Accreditation in Higher Education decisions. At the technical level, the Department of Information Systems and Operations worked for enabling a smooth transition of the courses in ERT. At the pedagogical level, the Office of the Vice-Rector of Academic Affairs via its Digital Enhanced Learning Committee worked to implement a specific policy for ERT and support academic staff and students in this transition.

The paper concludes by describing three main themes that played a key role in this successful process: (a) the speed of the response; (b) innovation; and (c) adaptability.

Keywords:

Higher education, Emergency Response Teaching, Online instruction, Online tools, Covid-19 pandemic.