Exploring Instructors' Online Class Attendance, Teaching Behaviours and Assessment Practices during the Emergency Remote Teaching Period in a Ghanaian University
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| Title: | Exploring Instructors' Online Class Attendance, Teaching Behaviours and Assessment Practices during the Emergency Remote Teaching Period in a Ghanaian University |
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| Language: | English |
| Authors: | Frank Quansah (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Attendance, Teacher Behavior, Distance Education, Online Courses, Evaluation Methods, COVID-19, Pandemics, College Faculty, Foreign Countries, College Students, Emergency Programs |
| Geographic Terms: | Ghana |
| DOI: | 10.1111/ejed.70650 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The COVID-19 pandemic necessitated the rapid implementation of Emergency Remote Teaching (ERT) across higher education institutions worldwide. While earlier research has examined the associated technological and student-related challenges, limited attention has been given to instructors' online class attendance, teaching behaviours, and assessment practices during this period. This study explored university students' evaluations of instructors' online attendance, teaching behaviours, and assessment practices at a university in Ghana during the ERT. A large dataset comprising 73,906 course-level evaluations from 24,726 students was analysed using descriptive statistics. The findings revealed substantial attendance challenges: 44.8% of students reported that lecturers met for less than 70% of the scheduled time, and many arrived significantly late. The study reported strong endorsement of instructional clarity and content-delivery teaching behaviours, whereas interactive and higher-order teaching practices received lower ratings. Assessment practices were dominated by term papers and assignments, with delayed grading and limited feedback. Although multiple assessments were often administered, weaknesses in timely, dialogical feedback suggest a diminished formative function. The findings highlight the need to strengthen digital pedagogical training, infrastructure, and assessment literacy to sustain both instructional continuity and meaningful engagement in future emergency contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507058 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic necessitated the rapid implementation of Emergency Remote Teaching (ERT) across higher education institutions worldwide. While earlier research has examined the associated technological and student-related challenges, limited attention has been given to instructors' online class attendance, teaching behaviours, and assessment practices during this period. This study explored university students' evaluations of instructors' online attendance, teaching behaviours, and assessment practices at a university in Ghana during the ERT. A large dataset comprising 73,906 course-level evaluations from 24,726 students was analysed using descriptive statistics. The findings revealed substantial attendance challenges: 44.8% of students reported that lecturers met for less than 70% of the scheduled time, and many arrived significantly late. The study reported strong endorsement of instructional clarity and content-delivery teaching behaviours, whereas interactive and higher-order teaching practices received lower ratings. Assessment practices were dominated by term papers and assignments, with delayed grading and limited feedback. Although multiple assessments were often administered, weaknesses in timely, dialogical feedback suggest a diminished formative function. The findings highlight the need to strengthen digital pedagogical training, infrastructure, and assessment literacy to sustain both instructional continuity and meaningful engagement in future emergency contexts. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70650 |
