Reflections on the Emergency Remote Teaching in the Pandemic: Experiences of Pre-Service Teachers

Year 2022, , 248 - 266, 20.02.2022

Hatice Gökçe Bilgiç

https://doi.org/10.14686/buefad.1055899

Cited By: 2

Abstract

The aim of the study is to find out the experiences of pre-service teachers in … (deleted for blind review) University during the emergency remote teaching process. The study was designed as a case study. Data was collected using an “Evaluation Form” which was developed by the researcher. This form is a survey which was consisted of both open-ended and closed-ended questions. Additionally, observation notes and course records were used to clarify the survey data. Quantitative data was analyzed with descriptive statistics including frequency and percentage. Qualitative data was analyzed with content analysis. Participants were 60 pre-service teachers attending Computer and Instructional Technology Teacher Education Program offered by the Faculty of Education. Based on the results, organization, methods, competency level of the instructor, regular announcements/information, qualified asynchronous content, asynchronous course activities, continuous communication and effective live courses were the issues that support the emergency remote teaching process. On the other hand, deficiency of face-to-face interaction, technical problems, deficiency of motivation, homework and courseload were the issues that obstruct the emergency remote teaching process. Finally, although the students learned during the emergency remote teaching process, they preferred to continue with face-to-face education. However, they preferred to continue with distance education only for some of the courses. This implies that in the future blended education should be planned in higher education institutes.

Keywords

Distance education, emergency remote teaching, online learning environments

Pandemi Dönemi Acil Uzaktan Eğitim Sürecinden Yansımalar: Bilişim Teknolojileri Aday Öğretmenlerinin Deneyimleri

Abstract

Uzaktan eğitim özellikle son dönemde meydana gelen COVID-19 pandemisi ile eğitim dünyasının merkezine yerleşmiştir. Türkiye’de de üniversitelerde 2019-2020 bahar döneminin bir kısmı yüz yüze eğitim ile gerçekleşirken bir kısmı uzaktan eğitim teknolojileri üzerinden gerçekleşmiştir. Bu çalışmada 2019-2020 bahar döneminde … (Kör değerlendirme için çıkarılmıştır) Üniversitesi Eğitim Fakültesinde yaşanan acil uzaktan eğitime geçiş sürecinin öğrenci görüşleri çerçevesinde değerlendirilmesi amaçlanmıştır. Çalışmanın birincil verileri araştırmacı tarafından geliştirilmiş “Süreç Değerlendirme Formu” ile toplanmıştır. Bu form kapalı uçlu ve açık uçlu sorulardan oluşmaktadır. Elde edilen nicel verilerin analizinde yüzde ve frekans gibi tanımlayıcı istatistikler kullanılırken nitel veriler içerik analizi ile analiz edilmiştir. Çalışmanın örneklemi … Üniversitesi Eğitim Fakültesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümünde öğrenimlerine devam eden 60 bilişim teknolojileri aday öğretmeninden oluşmaktadır. Araştırma sonucuna göre düzen, kullanılan yöntemler, öğretim elemanının yetkinliği, düzenli bilgilendirme ve duyurular, kaliteli asenkron içerik, ders dışı aktiviteler, sürekli iletişim ve etkili canlı dersler acil uzaktan eğitim sürecine katkı sağlayan hususlar olarak ifade edilmiştir. Öte yandan yüz yüze etkileşim eksikliği, teknik sorunlar, motivasyon eksikliği, ödevler ve oluşan iş yükü acil uzaktan eğitim sürecinde öğrencileri zorlayan hususlar olarak öne çıkmıştır. Son olarak, öğrencilerin acil uzaktan eğitim sürecinden katkı sağlamalarına rağmen geleceğe yönelik tercihlerini yüz yüze eğitimden yana kullandıkları, ancak bazı derslerin çevrimiçi verilmesini de destekledikleri görülmüştür.

Keywords

Uzaktan eğitim, acil uzaktan eğitim, çevrimiçi öğrenme ortamı.

References

• Ak, Ş., Gökdaş, İ, Öksüz, C., ve Torun, F. (2021). Uzaktan eğitimde eğiticilerin eğitimi: Uzaktan eğitime yönelik öz yeterlik ve yarar algısına etkisi [Training of trainers in distance education: Effects on self-efficacy and benefit perception towards distance education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 24-44.
• Akgün, A.A. (2020). COVID-19 sürecinde acil durum uzaktan eğitimi yoluyla verilen muhasebe eğitimine yönelik öğrenci görüşleri [Opinions of students about accounting course delivered with the emergency remote teaching in the COVID-19 pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4), 208-236.
• Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25.
• Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
• Alsabawy, A. Y., Cater-Steel, A., & Soor, J. (2016). Determinants of perceived usefulness of e-learning systems. Computers in Human Behavior, 64, 843-858.
• Bilgiç, H.G., & Tüzün, H. (2020). Issues and challenges in web-based distance education programs in Turkish higher education institutes. Turkish Online Journal of Distance Education, 21(1), 143- 164. https://doi.org/10.17718/tojde.690385
• Bilgiç, H.G. (2021). Evaluation of the emergency remote teaching process during the COVID-19 pandemic: Implications based on students’ views. Asian Journal of Distance Education, 16(2),1-17. https://doi.org/10.5281/zenodo.5179887 Bolliger, D.U. & Halupa, C. (2021). An investigation of instructors’ online teaching readiness. TechTrends, 1-11. https://doi.org/10.1007/s11528-021-00654-0
• Bozkurt, A. (2020). Koronavirüs (COVID-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Reviews about the education during the COVID-19 pandemic process and post-pandemic process in the world: New normal and new paradigms of education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
• Bozkurt, A. & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. doi: https://doi.org/10.5281/zenodo.3778083.
• Bozkurt vd., (2020). A global Outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
• Cirlan, E. & Loukkola, T. (2021). Internal quality assurance in times of COVID-19. https://eua.eu/downloads/publications/internal%20qa.pdf
• Council of Higher Education - COHE (2020a). COHE Courses Platform (Higher education institutes’ courses) [YÖK dersleri platformu (Yükseköğretim kurumları dersleri)]. https://yokdersleri.yok.gov.tr
• Council of Higher Education - COHE (2020b, 30 July). The new normalization in the global pandemic [Küresel salgında yeni normalleşme süreci]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2020/kuresel-salginda-yeni-normallesme-sureci-2020.pdf
• Elfirdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D., & El Firdoussi, L. (2020). Assessing distance learning in higher education during the COVID-19 pandemic. Education Research International, 2020, 1-13. https://doi.org/10.1155/2020/8890633 Erkut, E. (2020). COVID-19 sonrası yükseköğretim [Post-pandemic higher education]. Yükseköğretim Dergisi, 10(2), 125-133.
• Gaba, A., Bhushan, B., & Rao, D.K. (2021). Factors influencing the preference of distance learners to study through online during COVID-19 pandemic. Asian Journal of Distance Education, 16(1), 194-206. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/529
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
• Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University. https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf
• International Labour Organization – ILO (2020, June). ILO Sectoral Brief: COVID-19 and the Education sector. https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/--- sector/documents/briefingnote/wcms_742025.pdf
• International Association of Universities – IAU (2020, May). The impact of COVID-19 on Higher Education around the World: IAU Global Survey Report. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
• Islam, A. K. M. N. (2016). Investigating e-learning system usage outcomes in the university context. Computers & Education, 69, 387-399.
• Islam, M. A., Barna, S.D., Raihan, H., Khan, M.N.A., & Hossain, M.D. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PLOS ONE, 15(8), 1-12.
• Kahraman, M. E. (2020). COVID-19 salgınının uygulamalı derslere etkisi ve bu derslerin uzaktan eğitimle yürütülmesi: Temel tasarım dersi örneği [The effect of COVID-19 epidemic on applied courses and the implementation of these courses by distance education: Example of basic design course]. İMÜ Sanat Tasarım ve Mimarlık Fakültesi Dergisi, 6(1), 44-56. https://doi.org/10.46641/medeniyetsanat.741737
• Karadağ, E. ve Yücel, C. (2020). Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması [Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions]. Yükseköğretim Dergisi [Journal of Higher Education], 10(2), 181-192. 10.2399/yod.20.730688
• Keskin, M. ve Özer-Kaya, D. (2020). COVID-19 sürecinde öğrencilerin web-tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi [Evaluation of students’ feedbacks on web-based distance education in the COVID-19 pandemic]. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
• Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. WeForum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global- covid19-online-digital-learning/
• Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3, 1-6. doi: 10.1080/08923648909526659
• Moore, M.G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
• Nworie, J. (2021). Beyond COVID-19: What’s next for online teaching and learning in higher education? Educase Review. https://er.educause.edu/articles/2021/5/beyond-covid-19-whats-next-for-online-teaching-and-learning-in-higher-education
• Palloff, R. M., & Pratt, K. (2007). Building online learning communities, effective strategies for the virtual classroom. Wiley.
• Rizvi, S., Rienties, B., & Khoja, S.A. (2019). The role of demographics in online learning: A decision tree-based approach. Computers & Education, 137, 32-47. https://doi.org/10.1016/j.compedu.2019.04.001
• Rotas, E.E. & Cahapay, M.B. (2020). Difficulties in remote learning: Voices of Philippine University students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
• Scherer, R., Howard, S.K., Tondeur, J. & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118, 1-16. https://doi.org/10.1016/j.chb.2020.106675
• Sezgin, S. ve Fırat, M. (2020). COVID-19 pandemisinde uzaktan eğitime geçiş ve dijital uçurum tehlikesi [The digital divide during the COVID-19 pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4), 37-54.
• Sharma, M., Onta, M., Shrestha, S., Sharma, M.R., & Bhattarai, T. (2021). The pedagogical shift during COVID-19 pandemic: Emergency remote learning practices in nursing and its effectiveness. Asian Journal of Distance Education, 16(1), 98-110. https://doi.org/10.5281/zenodo.4695275
• Shisley, S. (2020). Emergency remote learning compared to online learning. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
• Simonson, M., Smaldino, S. E., Albright, M., & Zvacek, S. (2008). Teaching and learning at a distance: Foundations of distance education. Prentice Hall, Pearson.
• Son, C., Hedge, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), 1-14. doi: 10.2196/21279
• Xiao, J. & He, W. (2020). The emergency online classes during COVID-19 pandemic: A Chinese university case study. Asian Journal of Distance Education, 15(2), 21-36. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/488
• Yin, R. K. (2009). Case study research design and methods. 4th edition. United States of America: SAGE Publications, Inc.