Research Article
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Year 2021, Volume 22, Issue 4, 102 - 113, 01.10.2021
https://doi.org/10.17718/tojde.1002780

Abstract

References

  • Albo L., Beardsley M., Martinez-Moreno J., Santos P., & Hernandez-Leo, D. (2020). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In: Alario-Hoyos C., Rodriguez- Triana M., Scheffel M., Arnedillo-Sanchez I., Dennerlein S. (eds) Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science, vol 12315. Springer, Cham.
  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. Moore (Ed.), Handbook of Distance Education, 129-144. Mahwah, NJ.: Erlbaum.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5(2).

AN INVESTIGATION OF MATHEMATICS TEACHERS’ EMERGENCY REMOTE TEACHING EXPERIENCES

Year 2021, Volume 22, Issue 4, 102 - 113, 01.10.2021
https://doi.org/10.17718/tojde.1002780

Abstract

With the confirmation of the coronavirus epidemic as a global pandemic, and with the suspension of face-to- face teaching and learning activities for all educational institutions, the concept of emergency remote teaching has come into prominence. As a process that affects a large number of students, the effective management of emergency remote teaching process has important effects on ensuring the sustainability of learning and students’ well-being. It becomes an important issue to examine teachers’ evaluations about their emergency remote teaching experiences. The purpose of this study was to examine the evaluations of mathematics teachers’ emergency remote teaching experiences. The case study method was used and the participants consisted of 10 middle school mathematics teachers. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. As a result, it was seen that participating teachers’ current understanding of the concept of distance education has influenced the way they conduct their online lessons. It was revealed that participating teachers carried out emergency remote teaching period in ways that they could transfer the face-to-face learning environment to online environment. Again, it was seen that mathematics teachers pointed to their lack of knowledge and skill about online learning.

References

  • Albo L., Beardsley M., Martinez-Moreno J., Santos P., & Hernandez-Leo, D. (2020). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In: Alario-Hoyos C., Rodriguez- Triana M., Scheffel M., Arnedillo-Sanchez I., Dennerlein S. (eds) Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science, vol 12315. Springer, Cham.
  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. Moore (Ed.), Handbook of Distance Education, 129-144. Mahwah, NJ.: Erlbaum.
  • Angoletto, R., & Queiroz, V. C. (2020). COVID-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia (CEST), 5(2).

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Ayla ATA BARAN This is me (Primary Author)
ESKISEHIR OSMANGAZI UNIVERSITY
0000-0003-0899-0160
Türkiye


Hakan BARAN This is me
ANADOLU UNIVERSITY
0000-0002-1495-8477
Türkiye

Publication Date October 1, 2021
Application Date November 20, 2020
Acceptance Date
Published in Issue Year 2021, Volume 22, Issue 4

Cite

APA Ata Baran, A. & Baran, H. (2021). AN INVESTIGATION OF MATHEMATICS TEACHERS’ EMERGENCY REMOTE TEACHING EXPERIENCES . Turkish Online Journal of Distance Education , 22 (4) , 102-113 . DOI: 10.17718/tojde.1002780