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An add-on preferential groups model determined which modality students preferred per dimension, while content analysis of open-ended responses enriched understanding. 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Preferences of Colombian higher education students  \nCarmen Ricardo 1*  \n 0000-0002-0474-685X  \nCamilo Vieira 1  \n 0000-0001-8720-0002  \nRoxana Quintero-Manes 1  \n 0000-0002-1205-1126  \nJohn Cano 2  \n 0000-0002-0422-4621  \n1 Education Department, Universidad del Norte, Barranquilla, COLOMBIA  \n2 Berkeley School of Education, University of California, Berkeley. Berkeley, CA, USA  \n* Corresponding author: [cricardo@uninorte.edu.co](cricardo@uninorte.edu.co)  \nCitation: Ricardo, C., Vieira, C., Quintero-Manes, R., & Cano, J. (2023) . Online or remote education? Preferences of Colombian higher education students. Contemporary Educational Technology, 15(4), ep465 .  \n[https://doi.org/10.30935/cedtech/13606](https://doi.org/10.30935/cedtech/13606)  \nARTICLE INFO ABSTRACT  \n\n| Received: 14 Jun 2023\u003Cbr>Accepted: 3 Aug 2023 | While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences indifferent dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’approaches and instructors’ technological skills for both modalities.\u003Cbr>Keywords: emergency remote education, preferences, perceptions, online learning, higher education |\n| --- | --- |\n| INTRODUCTION |  |\n\nBefore the COVID-19 pandemic, several modalities for higher education were recognized, with in-person education being more prevalent than distance and online education. With the challenge of providing continuity to the educational system and closing learning gaps, the pandemic required institutions to adopt the educational modality known as emergency remote education (ERE) . For this new modality, instructors had to quickly design learning experiences based on virtual education and traditional distance education.  \nERE emerged as a response to the COVID-19 pandemic, which forced higher education institutions to continue their academic activities online. Hodges et al. (2020) stated that the main objective of ERE was not to “re-create a robust educational ecosystem, but rather to provide temporary access to instruction and instructional support in a manner that is quick to set up and is reliably available during an emergency or crisis”(p. 8), bringing instruction to students’ and educators’ homes, both online and offline (Fullan et al., 2020) . This implies that–even when a lot ","cbCaijJRasjXXY8B","https://ap.wps.com/l/cbCaijJRasjXXY8B","pdf",546267,17,"English","# Abstract\n# Introduction","[{\"question\":\"What is the research objective of the study?\",\"answer\":\"To identify differences between undergraduate students’ perceptions and preferences for emergency remote education versus online education.\"},{\"question\":\"How were students’ perceptions and preferences measured?\",\"answer\":\"Through a survey assessing multiple dimensions (e.g., interaction and evaluation), complemented by content analysis of responses to open-ended questions.\"},{\"question\":\"Which modality was preferred for interaction and for flexibility?\",\"answer\":\"Emergency remote education was preferred for greater interaction among peers and with the instructor, while online education was preferred for more flexibility.\"}]","Online or remote education? - Online or remote education - Preferences of Colombian higher education students | PDF",1792090475,43]