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Data come from an online survey of 153 parents and six purposively selected, semi-structured teacher interviews. Results indicate that teachers provided some form of ERE despite major obstacles, yet adoption and learning continuity were often inadequate, especially outside resource-rich contexts.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emergency-remote-education-experience-from-sri-lanka-during-covid-19/592964/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emergency-remote-education-experience-from-sri-lanka-during-covid-19/592964.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the paper mean by Emergency Remote Education (ERE)?","Question",{"text":111,"@type":112},"ERE is described as a temporary shift in how instruction is delivered to a different medium, unlike planned distance education designed from the start for remote delivery.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the study conducted in Sri Lanka?",{"text":116,"@type":112},"The study used mixed methods: an online survey of 153 parents and six semi-structured interviews with a purposive sample of teachers.",{"name":118,"@type":109,"acceptedAnswer":119},"What factors affected how successful ERE was?",{"text":120,"@type":112},"The findings link better ERE outcomes to resource-rich settings and highlight that adoption was often unsatisfactory, reflecting a multifaceted digital divide across regions.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592964,1792078833,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Emergency Remote Education: Experience from Sri Lanka during Covid-19  \nTharindu R. Liyanagunawardena , Shirley A. Williams  \nAbstract: This study explores the Emergency Remote Education (ERE) experience in Sri Lanka using mixed method research to understand how ERE was offered in Sri Lanka and what this homeschooling experience was like for both parents and teachers. An online survey (N=153) of parents and six semi-structured interviews with a purposive sample of teachers were used to gather data. The findings suggest , despite all the hurdles faced, the teachers have offered some form of ERE to their pupils. However, the uptake of ERE has not been satisfactory in many instances. In resource rich settings , ERE has been more successful. Parents in the Western province , where computer penetration is highest in the country , were more satisfied with the ERE provision than parents in other parts of the country. While online offering of ERE may seem viable or desirable in certain areas or circumstances, large parts of Sri Lanka are not prepared for online educational delivery due to the multifaceted digital divide , which should be considered in any future implementations of ERE.  \nKeywords: Emergency Remote Education, School Closure , Covid-19 , Sri Lanka , Lockdown  \nHighlights  \nWhat is already known about this topic:  \n• Emergency Remote Education (ERE) is different to distance education because the former is a temporary shift of instructional delivery to a different medium whereas the latter is planned and designed to deliver the education at a distance.  \n• Owing to the disparities between the urban, rural and estate sector in Sri Lanka there is a wide difference between the availability of devices, connectivity and digital literacy leading to a digital divide in Sri Lanka.  \nWhat this paper contributes:  \n• Parents in the Western province were comparatively more satisfied with ERE their children received.  \n• There is statistically significant association between the amount of learning material provided by the school and perceived progress children made during the ERE period.  \n• In resource rich settings, ERE has been more successful.  \n• Sri Lanka has a multifaceted digital divide , with statistically significant difference in resource distribution between Western province and other areas of the country.  \nImplications for theory, practice and/or policy:  \n• When selecting technology for ERE delivery it is necessary to consider equitable access.  \n• Better infrastructure (including digital infrastructure) is necessary for the development of rural areas.  \nIntroduction  \nThe contemporary world is a highly connected ‘Global Village’ (McLuhan, 2001); this interconnectedness provides advantages as well as great disadvantages as shown by the spread of the pandemic, Covid-19, in 2020.This higher level of connectedness between continents increased the risk to the whole society and it is an accepted part of our modern life. Risk is a driving force for social change, but it also gives power and advantage for those who can avert and manage the risks (Beck, 1992) .  \nAs the pandemic swept through continents , many countries closed their borders and imposed strict lockdowns to stem the rising infection rates, resulting in school closures (in over 100 countries) leaving over a billion learners out of school (Onyema et al. , 2020) . Sri Lanka closed its international airports to commercial flights together with seaports at the beginning of the pandemic in March 2020 and imposed varying degrees of lockdowns and curfews both nationwide and for specific districts/provinces as cases were reported. Designated infectious disease hospitals and quarantine centres were used to house patients and their potential contacts/ repatriated Sri Lankans. All government schools (and other education provisions) in Sri Lanka were closed from March 13 to June 2020 and in July 2020 some year groups (grades 5, 11 and 13) could resume academic activities (Er","cbCaih2P1DoT1BJC","https://ap.wps.com/l/cbCaih2P1DoT1BJC","pdf",467541,23,"English","# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction\n# Emergency Remote Education","[{\"question\":\"What does the paper mean by Emergency Remote Education (ERE)?\",\"answer\":\"ERE is described as a temporary shift in how instruction is delivered to a different medium, unlike planned distance education designed from the start for remote delivery.\"},{\"question\":\"How was the study conducted in Sri Lanka?\",\"answer\":\"The study used mixed methods: an online survey of 153 parents and six semi-structured interviews with a purposive sample of teachers.\"},{\"question\":\"What factors affected how successful ERE was?\",\"answer\":\"The findings link better ERE outcomes to resource-rich settings and highlight that adoption was often unsatisfactory, reflecting a multifaceted digital divide across regions.\"}]","Emergency Remote Education: Experience from Sri Lanka during Covid-19 | PDF",1792076269,58]