Abstract
References
- Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14-23.
- Aristovnik A., Kerzic D., Ravselj D., Tomazevic N., & Umek L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438.
- Arndt, C., Ladwig, T., & Knutzen, S. (2020). Zwischen Neugier und Verunsicherung: Interne Hochschulbefragungen von Studier- enden und Lehrenden im virtuellen Sommersemester 2020 [Between curiosity and uncertainty: Internal university surveys of students and lecturers in the virtual summer semester 2020]. Hamburg. https://doi.org/10.15480/882.3090.
- Babbie, E. (2001). The practice of social research (9th Edition). Belmont: Wadsworth.
- Barrett, E. J., Ausbrooks, C. Y. B., & Martinez-Cosio, M. (2008). The school as a source of support for Katrina-evacuated youth. Children Youth and Environments, 18(1), 202-235.
- Bhuwandeep & Das, P. (2020). Emergency trends of emergency remote education in COVID-19: A thematic literature review. Journal of Humanities and Social Sciences Research, 2, 5–10.
EMERGENCY REMOTE TEACHING DURING COVID-19 PANDEMIC: CHALLENGES, OPPORTUNITIES AND FUTURE SUGGESTIONS
Abstract
This article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods.
References
- Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14-23.
- Aristovnik A., Kerzic D., Ravselj D., Tomazevic N., & Umek L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438.
- Arndt, C., Ladwig, T., & Knutzen, S. (2020). Zwischen Neugier und Verunsicherung: Interne Hochschulbefragungen von Studier- enden und Lehrenden im virtuellen Sommersemester 2020 [Between curiosity and uncertainty: Internal university surveys of students and lecturers in the virtual summer semester 2020]. Hamburg. https://doi.org/10.15480/882.3090.
- Babbie, E. (2001). The practice of social research (9th Edition). Belmont: Wadsworth.
- Barrett, E. J., Ausbrooks, C. Y. B., & Martinez-Cosio, M. (2008). The school as a source of support for Katrina-evacuated youth. Children Youth and Environments, 18(1), 202-235.
- Bhuwandeep & Das, P. (2020). Emergency trends of emergency remote education in COVID-19: A thematic literature review. Journal of Humanities and Social Sciences Research, 2, 5–10.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2022 |
| Submission Date | September 1, 2021 |
| Published in Issue | Year 2022 Volume: 23 Issue: 4 |