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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
Language: English
Authors: Frank Quansah (ORCID 0000-0002-4580-0939), Nathaniel Quansah (ORCID 0009-0001-8274-1480), Ebenezer Ackon, Marian Nyarko
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
FullText Text:
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  Data: Exploring Instructors' Online Class Attendance, Teaching Behaviours and Assessment Practices during the Emergency Remote Teaching Period in a Ghanaian University
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  Data: <searchLink fieldCode="AR" term="%22Frank+Quansah%22">Frank Quansah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4580-0939">0000-0002-4580-0939</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nathaniel+Quansah%22">Nathaniel Quansah</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-8274-1480">0009-0001-8274-1480</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ebenezer+Ackon%22">Ebenezer Ackon</searchLink><br /><searchLink fieldCode="AR" term="%22Marian+Nyarko%22">Marian Nyarko</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attendance%22">Teacher Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 10.1111/ejed.70650
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: 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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        Value: 10.1111/ejed.70650
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      – Text: English
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        PageCount: 11
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      – SubjectFull: Teacher Attendance
        Type: general
      – SubjectFull: Teacher Behavior
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      – SubjectFull: Distance Education
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      – SubjectFull: Pandemics
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      – SubjectFull: College Faculty
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Emergency Programs
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      – SubjectFull: Ghana
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      – TitleFull: Exploring Instructors' Online Class Attendance, Teaching Behaviours and Assessment Practices during the Emergency Remote Teaching Period in a Ghanaian University
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