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Are the Benefits of Emergency Remote Education Truly Benefits? Ethical Dilemmas and Research Results on Emergency Remote Education from the Perspective of Prospective Teachers and the Foundations of Pedagogical Study Programmes

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Title: Are the Benefits of Emergency Remote Education Truly Benefits? Ethical Dilemmas and Research Results on Emergency Remote Education from the Perspective of Prospective Teachers and the Foundations of Pedagogical Study Programmes
Language: English
Authors: Tatjana Hodnik (ORCID 0009-0004-5020-7138), Janez Vogrinc, Janez Krek (ORCID 0000-0001-5827-7609)
Source: Center for Educational Policy Studies Journal. 2025 15(3):191-226.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 36
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Emergency Programs, Distance Education, Educational Benefits, Ethics, Preservice Teachers, Preservice Teacher Education, Student Attitudes, Foreign Countries, COVID-19, Pandemics, Equal Education
Geographic Terms: Slovenia (Ljubljana)
ISSN: 1855-9719
2232-2647
Abstract: Commencing in March 2020 and continuing during the 2020/2021 academic year, all university education was forced to introduce emergency remote education due to restrictions imposed in countries affected by the COVID-19 pandemic. In the present empirical study, which includes a representative sample of students from one of the education faculties in Slovenia, data was obtained on the conditions and implementation of study programmes via emergency remote education. The areas of study were the material conditions for studying, the pedagogical process in emergency remote education, the ethics of the rules of performance and assessment, and the academic community. The study provides an analysis of the changes that took place in the implementation of the pedagogical process during emergency remote education from the students' perspective and an examination of the extent to which it provided equal opportunities for students. The results show that the success of students in their studies depends on technical conditions and the environment; that rapid transitions from one type of studying to another (from emergency remote education to hybrid or entirely at the faculty) are not recommended; that the teaching process was based on the concept of face-to-face teaching, partly adapting to different conditions on this basis; and finally, that the "desire for comfort" entered into the assessment of the quality and fairness of the educational process. Based on the values of our professional ethical judgement and the results of the study, we conclude that higher education teachers should be aware that providing comfort to some students who have the appropriate conditions for studying or simply preferring to teach from the comfort of home are not adequate reasons to maintain online delivery of courses compared to the criteria of justice and quality in education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484606
Database: ERIC
FullText Text:
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  Data: Are the Benefits of Emergency Remote Education Truly Benefits? Ethical Dilemmas and Research Results on Emergency Remote Education from the Perspective of Prospective Teachers and the Foundations of Pedagogical Study Programmes
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  Data: <searchLink fieldCode="AR" term="%22Tatjana+Hodnik%22">Tatjana Hodnik</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-5020-7138">0009-0004-5020-7138</externalLink>)<br /><searchLink fieldCode="AR" term="%22Janez+Vogrinc%22">Janez Vogrinc</searchLink><br /><searchLink fieldCode="AR" term="%22Janez+Krek%22">Janez Krek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5827-7609">0000-0001-5827-7609</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2025 15(3):191-226.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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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="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</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="%22Equal+Education%22">Equal Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Slovenia+%28Ljubljana%29%22">Slovenia (Ljubljana)</searchLink>
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  Data: 1855-9719<br />2232-2647
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Commencing in March 2020 and continuing during the 2020/2021 academic year, all university education was forced to introduce emergency remote education due to restrictions imposed in countries affected by the COVID-19 pandemic. In the present empirical study, which includes a representative sample of students from one of the education faculties in Slovenia, data was obtained on the conditions and implementation of study programmes via emergency remote education. The areas of study were the material conditions for studying, the pedagogical process in emergency remote education, the ethics of the rules of performance and assessment, and the academic community. The study provides an analysis of the changes that took place in the implementation of the pedagogical process during emergency remote education from the students' perspective and an examination of the extent to which it provided equal opportunities for students. The results show that the success of students in their studies depends on technical conditions and the environment; that rapid transitions from one type of studying to another (from emergency remote education to hybrid or entirely at the faculty) are not recommended; that the teaching process was based on the concept of face-to-face teaching, partly adapting to different conditions on this basis; and finally, that the "desire for comfort" entered into the assessment of the quality and fairness of the educational process. Based on the values of our professional ethical judgement and the results of the study, we conclude that higher education teachers should be aware that providing comfort to some students who have the appropriate conditions for studying or simply preferring to teach from the comfort of home are not adequate reasons to maintain online delivery of courses compared to the criteria of justice and quality in education.
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  Data: 2025
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  Data: EJ1484606
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 36
        StartPage: 191
    Subjects:
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Slovenia (Ljubljana)
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    Titles:
      – TitleFull: Are the Benefits of Emergency Remote Education Truly Benefits? Ethical Dilemmas and Research Results on Emergency Remote Education from the Perspective of Prospective Teachers and the Foundations of Pedagogical Study Programmes
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            NameFull: Janez Vogrinc
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