Emergency Remote Teaching During COVID19 in Italian Higher Education

Pedagogical, Technological, and Interactional Perspectives from the University of Catania

Abstract

The COVID-19 pandemic forced universities worldwide to transition to Emergency Remote Teaching (ERT), a temporary instructional shift implemented during crisis conditions. As opposed to planned online learning environments, ERT was characterized by limited preparation time and substantial pedagogical adaptation. The present study examines faculty and student perceptions of ERT at the University of Catania in Italy, focusing on the quality of interaction, communication tools, and collaboration between students and instructors. In accordance with a pragmatist research philosophy, the study used a mixed-methods exploratory design including a student survey (n = 19) and a faculty focus group (n = 15). Quantitative data was analyzed using exploratory inferential statistics and effect size measures, while qualitative data was analysed using thematic analysis. The qualitative findings highlight significant pedagogical and technological challenges, including increased faculty workloads, changed interaction dynamics, and a need for rapid instructional adaptations. The quantitative results indicate that instructor feedback (d = 0.81) and collaborative skills (d = 0.61) have a positive impact on students' learning experiences during ERT. Delayed peer responses had a moderately negative effect on engagement (d ≈ −0.61). This study contributes to the growing literature distinguishing emergency remote teaching from structured online learning. It also emphasizes the central role of pedagogical design and communication practices in digital learning environments. The findings have practical implications for faculty development as well as for the design of resilient hybrid learning models in post-pandemic higher education.