Emergency remote teaching in low-resource contexts: How did teachers adapt?

The COVID-19 pandemic forced students and teachers to engage in emergency remote learning Remote learning is particularly challenging for students and teachers in low-resource contexts We aim to analyze the adaptation process of teachers who engaged in remote emergency teaching in low-resource contexts We conduct ten interviews with teachers who provided emergency online teaching in Lebanon We show that there was a decrease in synchronous student-teacher, student-content, and student-student interactions due to the scarcity of resources We also show how the teachers adapted their practice to cope with these challenges, and how their adaptation process increased asynchronous student-teacher and student-content interactions © ICCE 2020 - 28th International Conference on Computers in Education, Proceedings All rights reserved