Remote teaching due to covid-19: An exploration of its effectiveness and issues

Hiromi Kawasaki, Satoko Yamasaki, Yuko Masuoka, Mika Iwasa, Susumu Fukita, Ryota Matsuyama

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions—emergency remote teaching (ERT) and conventional face-to-face class (FFC)—of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students’ self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students’ worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, “I can fully explain human diversity using genomic information,” was significantly different, as it was significantly higher for ERT (p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.

Original languageEnglish
Article number2672
Pages (from-to)1-17
Number of pages17
JournalInternational journal of environmental research and public health
Issue number5
Publication statusPublished - 2021 Mar 1


  • COVID-19
  • Emergency remote teaching
  • Face-to-face classes
  • Nursing students

ASJC Scopus subject areas

  • Pollution
  • Public Health, Environmental and Occupational Health
  • Health, Toxicology and Mutagenesis


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