The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.
A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.
The findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.
Despite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.
Practical education management and public-policy implications are evident and recommendations are made based on the emergent themes.
The findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.
This research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.
