A phenomenographic Study on Teachers’ Experiences of Emergency Remote Teaching During COVID-19

Abstract This pilot phenomenographic study explored teachers’ understanding of their experiences of emergency remote teaching during COVID-19. Unstructured interviews were conducted among twelve teachers from different Ghanaian higher education institutions. Teachers were purposely selected to share their experiences of what it takes to teach during COVID-19. Phonomenographic analysis was performed to identify qualitatively different ways teachers understood their emergency remote teaching experiences. Findings were presented in three categories of description that highlighted that emergency remote teaching during COVID-19 is experienced as a) being suitable for certain applications, c) effective for certain instructional approaches, and c) challenging. This study highlights how emergency remote teaching is experienced in different ways by those who experienced it, providing implications for effective teaching and learning during crisis situations.