Unveiling the dynamics of universities’ emergency remote learning ecosystems: Evidence from four South American countries

Abstract

The COVID-19 pandemic was a catalyst for the inclusion of information technologies (IT) in the education sector. This transition to emergency remote classes, however, involved a number of challenges for universities to keep operating and maintain education quality during lockdowns and other restrictions on mobility. Although the pandemic is over, recent disease outbreaks such as influenza, Mpox, and other new viruses call for reflection about lessons learned from COVID-19, and whether universities are ready for future similar events. To address this concern, this study proposes a research model based on the activity theory to understand the factors driving students’ learning outcomes and satisfaction with emergency remote classes. In terms of methods, this study follows a post-positivism approach, and used a non-experimental quantitative design based on a survey to statistically make inferences from a sample of students from four South American countries (Chile, Peru, Ecuador, and Paraguay) who faced emergency remote classes during the two semesters of 2020. Based on the results, this study: 1) identified the characteristics of an average student of this region and their interaction with the learning platform and other stakeholders; 2) determined an emergency remote classes ecosystem, highlighting the factors driving the learning process in these contexts; and 3) assessed the required balance between the capacities of faculty and academic standards to achieve meaningful learning. These findings may be of interest to universities and policymakers in these countries and in other countries facing similar problems, even for situations at smaller scales than epidemics or pandemics.