Abstract
In this chapter, I reflect on my experiences of emergency remote teaching (ERT) at a university in Japan during the COVID-19 crisis (spring, 2020). While Japan is often stereotyped as a leader in the use of technology, the current crisis has revealed a number of remote-learning deficiencies. Firstly, I detail the impact of the crisis in Japan and how universities are supporting teachers and students with ERT and learning. Secondly, I report on the types of classes I taught during the COVID-19 crisis, and how they were implemented online, using a variety of platforms. Thirdly, I discuss the challenges faced by stakeholders during this crisis, focusing on how IT infrastructure (e.g., the lack of resources available to teachers and students), IT literacy (e.g., teachers unable to operate particular software such as Zoom) and communication (e.g., directives from the university to teachers on how to facilitate classes) affected the facilitation of online learning and teaching. I conclude by examining how universities, teachers and students can move forward, experimenting with and implementing various classroom technologies, acquiring online teaching skills and blending face-to-face lessons with technology in their teaching pedagogies.
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Notes
- 1.
https://www.kansai-u.ac.jp/ja/about/pr/news/2020/06/post_5043.html Kansai University offered various financial support options for students. Information about additional initiatives from government agencies can be found here: https://www.mext.go.jp/a_menu/koutou/ryugaku/1405561_00007.htm
- 2.
A koma is typically a 90-minute class in Japan.
- 3.
The university created an LMS prior to COVID-19 crisis; however, faculty seldom used it due to the complexity and unnecessary nature of the platform. However, during the crisis, faculty adopted the LMS to host and disseminate information for their various classes. Students were expected to review material on the LMS for each of their classes.
- 4.
LMS assessment items were time and date restricted for security reasons. This also includes assessment items made available through Google Forms and Google Drive.
- 5.
It should be pointed out here that there were no assurances that students did not engage in academic misconduct. However, the Zoom camera was used as way to monitor students as much as possible. Creating time limits for exams were an effective strategy in keeping students on task as well as using ‘randomiser’ functions that create the same questions for students but order them differently. In addition, lowering the value/weight of each assessment item mitigated the potential impact of academic misconduct on their overall grade. Moreover, if students could not turn their camera on for various reasons, then they were not forced to.
- 6.
Some telecommunication companies in Japan offered free data or reduced rates for students to access the internet through their mobile devices. For example see: https://mainichi.jp/english/articles/20200404/p2a/00m/0na/009000c
- 7.
‘On demand’ (a word from the Japanese オンデマンド) classes are a form of teaching at the current university where teachers upload lecture videos and other class content for students to access and complete in their own time.
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Acknowledgements
I wish to thank Dr Julian Chen for his guidance and assistance with this chapter. I also wish to express my sincere thanks to my students for being understanding and adaptable during this very challenging time.
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Appendix
Appendix
Overview of learning approach and technology type
Approach | Tool | Activity types (Examples) |
|---|---|---|
Synchronous | Zoom | Checking in with students; going through homework; explicit instruction (i.e., writing topic sentences); exam assessments; student skills development (in groups completing activities together). These classes were supported by the use of PowerPoint slides to structure the class and show resources for learning. |
Asynchronous | University LMS | Discussion questions; presentation-type and written assessments; PowerPoint slides and Zoom recording uploaded; assessment results and feedback. |
Synchronous and Asynchronous | YouTube | Uploading presentation-type assessments (e.g., presentations). |
Google Drive | Used as a repository for resources (e.g., returning feedback to students). Linked through the university LMS. | |
Google Forms | Used to facilitate discussion questions, writing-type assessments and other forms of assessment (e.g., vocabulary quizzes). Linked through the university LMS |
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Allen, T.J. (2021). Infrastructure, Literacy and Communication: The Challenges of Emergency Remote Teaching in a University in Japan. In: Chen, J. (eds) Emergency Remote Teaching and Beyond. Springer, Cham. https://doi.org/10.1007/978-3-030-84067-9_2
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