Examining Emergency Remote Teaching Using the Community of Inquiry Framework

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes Emergency Remote Teaching (ERT) allow students continue learning. Using the Community of Inquiry framework, this study aimed examine a group lecturers’ experiences ERT at university in Kenya. was conducted using qualitative case design within an interpretive paradigm. Ten lecturers were purposively selected participate semi-structured interviews. findings suggest that these had established teaching presence, social and cognitive presence enhance students’ learning during time they engaged ERT. found be useful framework by researchers for use order rethink, organize, guide university, which site study. This practical implications course designers, researchers, other educational institutions concerning curriculum re-design CoI as framework.