The COVID-19 pandemic affected education communities by turning students and teachers abruptly to online teaching. This imposition of digital education is being investigated by various researchers all over the world since it has changed the way we conceive of the use of technology in classrooms and in our lives in general. Nevertheless, the students’ voice is being neglected and not taken seriously into account. In this paper an action research is presented with the teacher acting as researcher and the students as co-researchers. This action research took place during the first wave of the pandemic (March 2020-May 2020) in Crete, Greece. The students, after investigating the online education in general and after various discussions, in their final accounts reflected upon a. the changes in their role as students, b. the changes in the role of the teacher, c. they proposed the role that a teacher should have today. The teacher-researcher analyzed these three categories with Critical Discourse Analysis to identify the discourses the students promoted or silenced. The findings showed that online education is not a success story as promoted by researchers, policymakers, and other stakeholders; rather it lacks human elements like humor, psychological support, and instant interaction.
action-research, students’ voice, discourses, online education, digital literacy, critical literacy
|Thanks||I would like Eleni Katsarou for the critical reading and David Harding for the language editing.|
|Publication Date||April 1, 2023|
|Submission Date||July 8, 2021|
|Acceptance Date||August 29, 2022|
|Published in Issue||Year 2023 Volume: 24 Issue: 2|