Araştırma Makalesi
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A retrospective snapshot of academic staff preparation at the onset of COVID

Yıl 2022, Cilt: 6 Sayı: 1, 180 - 205, 30.07.2022

Öz

The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that traditionally have been slow to respond to sudden external influences, universities struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff’s readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience.

Kaynakça

  • Aizpurua, A., Migueles, M., & Aranberri, A. (2021). Prospective memory and positivity bias in the COVID-19 health crisis: the effects of aging. Frontiers in Psychology, 2532. https://doi.org/10.3389/fpsyg.2021.666977
  • Barnett, R. (2000). University knowledge in an age of supercomplexity. Higher Education, 40(4), 409-422. https://doi.org/10.1023/A:1004159513741
  • Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
  • Burke, W. (2016). Burke learning agility inventory technical report. Bridgeton, MO.
  • Burke, W. W., & Noumair, D. A. (2015). Organization development (Paperback): a process of learning and changing. New Jersey, USA: FT Press.
  • Callard, A. (2020). What Do the Humanities Do in a Crisis? Retrieved from https://www.newyorker.com/culture/annals-of-inquiry/what-do-the-humanities-do-in-a-crisis
  • Can, I. & Silman-Karanfil, L. (2021). Insights Into Emergency Remote Teaching in EFL. ELT Journal, 1–10. https://doi.org/10.1093/elt/ccab073
  • Calonge, D. S., Aguerrebere, P. M., Hultberg, P., & Connor, M. (2021). Were Higher Education Institutions Communication Strategies Well Suited for the COVID-19 Pandemic?. Journal of Education and Learning, 10(4), 1-14. https://doi:10.5539/jel.v10n4p1
  • Calonge, D. S., Connor, M., Hultberg, P., Shah, M. A., Aguerrebere, P. M. (2022). Contactless higher education: a SWOT analysis of emergency remote teaching and learning during COVID-19. Journal of Educational Studies and Multidisciplinary Approaches, 2(1). https://doi.org/10.51383/jesma.2022.22
  • Calonge, D. S., & Grando, D. (2013). Reality-based learning: outbreak, an engaging introductory course in public health and epidemiology. Health Education Journal, 72(5), 584-600. https://doi.org/10.1177/0017896912452072
  • Cauchemez, S., Van Kerkhove, M. D., Archer, B. N., Cetron, M., Cowling, B. J., Grove, P., Hunt, D., Kojouharova, M., Kon, P., Ungchusak, K; Oshitani, H; Pugliese, A; Rizzo, C; Saour, G; Sunagawa, T; Uzicanin, A; Wachtel, C; Weisfuse, I; Yu, H; & Nicoll, A. (2014). School closures during the 2009 influenza pandemic: national and local experiences. BMC Infectious Diseases, 14(1), 207. https://doi.org/10.1186/1471-2334-14-207
  • Cesco, S., Zara, V., De Toni, A. F., Lugli, P., Betta, G., Evans, A. C., & Orzes, G. (2021). Higher education in the first year of COVID-19: thoughts and perspectives for the future. International Journal of Higher Education, 10(3), 285-294. https://doi.org/10.5430/ijhe.v10n3p285
  • Chuah, K. M., & Mohamad, F. S. (2020). Emergency remote teaching scenarios, struggles and soundboxes: a case study on Malaysian teachers. IxD&A, 46, 13-28. https://doi.org/10.55612/s-5002-046-001
  • Devlin, M., & McKay, J. (2021). Guest editorial: student success in a global pandemic. Student Success, 12(3). https://doi.org/10.5204/ssj.2058
  • Devlin, M., & Samarawickrema, G. (2022). A commentary on the criteria of effective teaching in post-COVID higher education. Higher Education Research & Development, 41(1), 21-32. https://doi.org/10.1080/07294360.2021.2002828
  • Eoyang, G. H. (2006). Human systems dynamics: Complexity-based approach to a complex evaluation. In Williams, Bob (ed), Systems Concepts in Evaluation: An expert anthology, (123-139). Dubai: Edge Press.
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Flores, M.A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46 (4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
  • Gkougkoura, C., Paida, S., Vitsou, M., & Palaiologou, N. (2022). Emergency remote teaching (ERT) in multilingual contexts: A mixed methods case study. International Journal of Modern Education Studies, 6(1). http://dx.doi.org/10.51383/ijonmes.2022.115
  • Greene, J. (2020, March 17). Keep calm and keep teaching. Retrieved from https://www.insidehighered.com/advice/2020/03/17/shifting-unexpectedly-remote-instruction-requires-many-human-solutions-tech
  • Hartman, A; Barnet, B; Pfeifer-Luckett, R; Mann, P; & Wong, L. (2014). Faculty & Staff survey on online teaching, learning and support report - 2014. Wisconsin: University of Wisconsin.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 3.
  • Juhary, J. (2020, December 17). Emergency remote teaching during COVID-19 pandemic: Roles of educators in Malaysia, Intech Open. Retrieved from https://www.intechopen.com/online-first/emergency-remote-teaching-during-covid-19-pandemic-roles-of-educators-in-malaysia
  • Kamenetz, A. (2020, March 26). The biggest distance-learning experiment in history: week One. Retrieved from https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one
  • Karakaya, K. (2021). Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educational Technology Research and Development, 69(1), 295-299. https://doi.org/10.1007/s11423-020-09884-0
  • Langford, M., & Damsa, C. (2020, April 17). Online teaching in the time of Covid 19 – Academic teachers experiences in Norway. Retrieved from https://www.jus.uio.no/cell/digitaldugnad/report-university-teachers-16-april-2020.pdf
  • M, V. (2020, April 21). On challenges and opportunities: emergency remote teaching. Neo Blog. Retrieved from https://blog.neolms.com/on-challenges-and-opportunities-emergency-remote-teaching
  • Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote Education: continuity and change from a student perspective. British Journal of Educational Technology, 52(4), 1394–1413. https://doi.org/10.1111/bjet.13098
  • Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report, 23. Retrieved from https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Mohmmed, A.O., Khidhir, B.A., Nazeer, A., & Vijayan, V. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative. Infrastructure. Solutions. 5 (72). https://doi.org/10.1007/s41062-020-00326-7
  • Nae, N. (2020). Online learning during the pandemic: Where does Japan stand?. Euromentor Journal, 11(2), 7-24. Retrieved from https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1374924
  • Nissim, Y., & Simon, E. (2020). Agility in teacher training: distance learning during the COVID-19 Pandemic. International Education Studies, 13(12), 11-26. https://doi.org/10.5539/ies.v13n12p11
  • Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and higher Education, 5(3), 197-211. https://doi.org/10.1016/S1096-7516(02)00102-1
  • Shah, M. A. (2021). Moocs without borders. Investigating the dynamics of a contextualised approach to scalable online learning, inclusion of displaced populations and conditions of poverty. Lancaster, UK: Lancaster University.
  • Shah, M. A., & Santandreu Calonge, D. (2019). Frugal MOOCs: an adaptable contextualized approach to MOOC designs for refugees. International Review of Research in Open and Distributed Learning, 20(5), 1-19. https://doi.org/10.19173/irrodl.v20i4.3350
  • Shisley, S. (2020, May 20). Emergency remote learning compared to online learning. Learning Solutions Mag. Retrieved from https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
  • Solow, L., & Fake, B. (2010). What Works for GE May Not Work for You: Using Human Systems Dynamics to Build a Culture of Process Improvement. New York: CRC Press.
  • SUMS Consulting. (2020). Rapid response briefing paper: the impact of Covid 19 on learning and teaching & assessment. Retrieved from https://sums.org.uk/app/uploads/2020/05/SUMS-Briefing-Paper-The-impact-of-C-19-on-Teaching-Learning-and-Assessment-May-2020.pdf
  • Talidong, K. J. B. (2020). Implementation of emergency remote teaching (ERT) among philippine teachers in Xi’an, China. Asian Journal of Distance Education, 15(1), 196–201. https://doi.org/10.5281/zenodo.3881825
  • The Lancet. (2020). Research and higher education in the time of COVID-19. The Lancet, 396(10251), 583. https://doi.org/10.1016/S0140-6736(20)31818-3
  • Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 162-176. https://doi.org/10.46661/ijeri.5113
  • Trotter, H., Huang, C. W., & Czerniewicz, L. (2022). Seeking equity, agility, and sustainability in the provision of emergency remote teaching during the COVID-19 pandemic: a center for teaching and learning takes an expanded role. Higher Learning Research Communications, 12, 1. https://doi.org/10.5590/10.18870/hlrc.v12i0.1280
  • Trust, T. & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. Retrieved from https://www.learntechlib.org/primary/p/215995/
  • UNESCO. (2020, March 26). UNESCO rallies international organizations, civil society and private sector partners in a broad Coalition to ensure #LearningNeverStops. Retrieved from https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad
  • Vlachopoulos, D. (2020). COVID-19: Threat or opportunity for online education? Higher Learning Research Communications, 10 (1), 16-19. http://dx.doi.org/10.18870/hlrc.v10i1.1179
  • Watermayer, R., Crick, T., Knight, C., & Goodall, J. (2020). Forced shift to online teaching in coronavirus pandemic unleashes educators’ deepest job fears. Nature Index. Retrieved from https://www.natureindex.com/news-blog/forced-shift-to-online-teaching-in-coronavirus-pandemic-unleashes-educators-deepest-job-fears
  • Williams, M. (2018). Harvard T.H Chan School of Public Health. Featured News. Preparing for future pandemics by learning from the past. Retrieved from https://www.hsph.harvard.edu/news/features/preparing-for-future-pandemics-by-learning-from-the-past
  • Zapata-Garibay, R., González-Fagoaga, J. E., González-Fagoaga, C. J., Cauich-García, J. R., & Plascencia-López, I. (2021). Higher education teaching practices experience in Mexico, during the emergency remote teaching implementation due to COVID-19. Frontiers in Education, 6, 43. https://doi.org/10.3389/feduc.2021.628158
Yıl 2022, Cilt: 6 Sayı: 1, 180 - 205, 30.07.2022

Öz

Kaynakça

  • Aizpurua, A., Migueles, M., & Aranberri, A. (2021). Prospective memory and positivity bias in the COVID-19 health crisis: the effects of aging. Frontiers in Psychology, 2532. https://doi.org/10.3389/fpsyg.2021.666977
  • Barnett, R. (2000). University knowledge in an age of supercomplexity. Higher Education, 40(4), 409-422. https://doi.org/10.1023/A:1004159513741
  • Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
  • Burke, W. (2016). Burke learning agility inventory technical report. Bridgeton, MO.
  • Burke, W. W., & Noumair, D. A. (2015). Organization development (Paperback): a process of learning and changing. New Jersey, USA: FT Press.
  • Callard, A. (2020). What Do the Humanities Do in a Crisis? Retrieved from https://www.newyorker.com/culture/annals-of-inquiry/what-do-the-humanities-do-in-a-crisis
  • Can, I. & Silman-Karanfil, L. (2021). Insights Into Emergency Remote Teaching in EFL. ELT Journal, 1–10. https://doi.org/10.1093/elt/ccab073
  • Calonge, D. S., Aguerrebere, P. M., Hultberg, P., & Connor, M. (2021). Were Higher Education Institutions Communication Strategies Well Suited for the COVID-19 Pandemic?. Journal of Education and Learning, 10(4), 1-14. https://doi:10.5539/jel.v10n4p1
  • Calonge, D. S., Connor, M., Hultberg, P., Shah, M. A., Aguerrebere, P. M. (2022). Contactless higher education: a SWOT analysis of emergency remote teaching and learning during COVID-19. Journal of Educational Studies and Multidisciplinary Approaches, 2(1). https://doi.org/10.51383/jesma.2022.22
  • Calonge, D. S., & Grando, D. (2013). Reality-based learning: outbreak, an engaging introductory course in public health and epidemiology. Health Education Journal, 72(5), 584-600. https://doi.org/10.1177/0017896912452072
  • Cauchemez, S., Van Kerkhove, M. D., Archer, B. N., Cetron, M., Cowling, B. J., Grove, P., Hunt, D., Kojouharova, M., Kon, P., Ungchusak, K; Oshitani, H; Pugliese, A; Rizzo, C; Saour, G; Sunagawa, T; Uzicanin, A; Wachtel, C; Weisfuse, I; Yu, H; & Nicoll, A. (2014). School closures during the 2009 influenza pandemic: national and local experiences. BMC Infectious Diseases, 14(1), 207. https://doi.org/10.1186/1471-2334-14-207
  • Cesco, S., Zara, V., De Toni, A. F., Lugli, P., Betta, G., Evans, A. C., & Orzes, G. (2021). Higher education in the first year of COVID-19: thoughts and perspectives for the future. International Journal of Higher Education, 10(3), 285-294. https://doi.org/10.5430/ijhe.v10n3p285
  • Chuah, K. M., & Mohamad, F. S. (2020). Emergency remote teaching scenarios, struggles and soundboxes: a case study on Malaysian teachers. IxD&A, 46, 13-28. https://doi.org/10.55612/s-5002-046-001
  • Devlin, M., & McKay, J. (2021). Guest editorial: student success in a global pandemic. Student Success, 12(3). https://doi.org/10.5204/ssj.2058
  • Devlin, M., & Samarawickrema, G. (2022). A commentary on the criteria of effective teaching in post-COVID higher education. Higher Education Research & Development, 41(1), 21-32. https://doi.org/10.1080/07294360.2021.2002828
  • Eoyang, G. H. (2006). Human systems dynamics: Complexity-based approach to a complex evaluation. In Williams, Bob (ed), Systems Concepts in Evaluation: An expert anthology, (123-139). Dubai: Edge Press.
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Flores, M.A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46 (4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
  • Gkougkoura, C., Paida, S., Vitsou, M., & Palaiologou, N. (2022). Emergency remote teaching (ERT) in multilingual contexts: A mixed methods case study. International Journal of Modern Education Studies, 6(1). http://dx.doi.org/10.51383/ijonmes.2022.115
  • Greene, J. (2020, March 17). Keep calm and keep teaching. Retrieved from https://www.insidehighered.com/advice/2020/03/17/shifting-unexpectedly-remote-instruction-requires-many-human-solutions-tech
  • Hartman, A; Barnet, B; Pfeifer-Luckett, R; Mann, P; & Wong, L. (2014). Faculty & Staff survey on online teaching, learning and support report - 2014. Wisconsin: University of Wisconsin.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 3.
  • Juhary, J. (2020, December 17). Emergency remote teaching during COVID-19 pandemic: Roles of educators in Malaysia, Intech Open. Retrieved from https://www.intechopen.com/online-first/emergency-remote-teaching-during-covid-19-pandemic-roles-of-educators-in-malaysia
  • Kamenetz, A. (2020, March 26). The biggest distance-learning experiment in history: week One. Retrieved from https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one
  • Karakaya, K. (2021). Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educational Technology Research and Development, 69(1), 295-299. https://doi.org/10.1007/s11423-020-09884-0
  • Langford, M., & Damsa, C. (2020, April 17). Online teaching in the time of Covid 19 – Academic teachers experiences in Norway. Retrieved from https://www.jus.uio.no/cell/digitaldugnad/report-university-teachers-16-april-2020.pdf
  • M, V. (2020, April 21). On challenges and opportunities: emergency remote teaching. Neo Blog. Retrieved from https://blog.neolms.com/on-challenges-and-opportunities-emergency-remote-teaching
  • Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote Education: continuity and change from a student perspective. British Journal of Educational Technology, 52(4), 1394–1413. https://doi.org/10.1111/bjet.13098
  • Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report, 23. Retrieved from https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Mohmmed, A.O., Khidhir, B.A., Nazeer, A., & Vijayan, V. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative. Infrastructure. Solutions. 5 (72). https://doi.org/10.1007/s41062-020-00326-7
  • Nae, N. (2020). Online learning during the pandemic: Where does Japan stand?. Euromentor Journal, 11(2), 7-24. Retrieved from https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1374924
  • Nissim, Y., & Simon, E. (2020). Agility in teacher training: distance learning during the COVID-19 Pandemic. International Education Studies, 13(12), 11-26. https://doi.org/10.5539/ies.v13n12p11
  • Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and higher Education, 5(3), 197-211. https://doi.org/10.1016/S1096-7516(02)00102-1
  • Shah, M. A. (2021). Moocs without borders. Investigating the dynamics of a contextualised approach to scalable online learning, inclusion of displaced populations and conditions of poverty. Lancaster, UK: Lancaster University.
  • Shah, M. A., & Santandreu Calonge, D. (2019). Frugal MOOCs: an adaptable contextualized approach to MOOC designs for refugees. International Review of Research in Open and Distributed Learning, 20(5), 1-19. https://doi.org/10.19173/irrodl.v20i4.3350
  • Shisley, S. (2020, May 20). Emergency remote learning compared to online learning. Learning Solutions Mag. Retrieved from https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
  • Solow, L., & Fake, B. (2010). What Works for GE May Not Work for You: Using Human Systems Dynamics to Build a Culture of Process Improvement. New York: CRC Press.
  • SUMS Consulting. (2020). Rapid response briefing paper: the impact of Covid 19 on learning and teaching & assessment. Retrieved from https://sums.org.uk/app/uploads/2020/05/SUMS-Briefing-Paper-The-impact-of-C-19-on-Teaching-Learning-and-Assessment-May-2020.pdf
  • Talidong, K. J. B. (2020). Implementation of emergency remote teaching (ERT) among philippine teachers in Xi’an, China. Asian Journal of Distance Education, 15(1), 196–201. https://doi.org/10.5281/zenodo.3881825
  • The Lancet. (2020). Research and higher education in the time of COVID-19. The Lancet, 396(10251), 583. https://doi.org/10.1016/S0140-6736(20)31818-3
  • Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 162-176. https://doi.org/10.46661/ijeri.5113
  • Trotter, H., Huang, C. W., & Czerniewicz, L. (2022). Seeking equity, agility, and sustainability in the provision of emergency remote teaching during the COVID-19 pandemic: a center for teaching and learning takes an expanded role. Higher Learning Research Communications, 12, 1. https://doi.org/10.5590/10.18870/hlrc.v12i0.1280
  • Trust, T. & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. Retrieved from https://www.learntechlib.org/primary/p/215995/
  • UNESCO. (2020, March 26). UNESCO rallies international organizations, civil society and private sector partners in a broad Coalition to ensure #LearningNeverStops. Retrieved from https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad
  • Vlachopoulos, D. (2020). COVID-19: Threat or opportunity for online education? Higher Learning Research Communications, 10 (1), 16-19. http://dx.doi.org/10.18870/hlrc.v10i1.1179
  • Watermayer, R., Crick, T., Knight, C., & Goodall, J. (2020). Forced shift to online teaching in coronavirus pandemic unleashes educators’ deepest job fears. Nature Index. Retrieved from https://www.natureindex.com/news-blog/forced-shift-to-online-teaching-in-coronavirus-pandemic-unleashes-educators-deepest-job-fears
  • Williams, M. (2018). Harvard T.H Chan School of Public Health. Featured News. Preparing for future pandemics by learning from the past. Retrieved from https://www.hsph.harvard.edu/news/features/preparing-for-future-pandemics-by-learning-from-the-past
  • Zapata-Garibay, R., González-Fagoaga, J. E., González-Fagoaga, C. J., Cauich-García, J. R., & Plascencia-López, I. (2021). Higher education teaching practices experience in Mexico, during the emergency remote teaching implementation due to COVID-19. Frontiers in Education, 6, 43. https://doi.org/10.3389/feduc.2021.628158
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

David Santandreu Calonge Bu kişi benim 0000-0003-0101-8758

Yayımlanma Tarihi 30 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 1

Kaynak Göster

APA Calonge, D. S. (2022). A retrospective snapshot of academic staff preparation at the onset of COVID. International Journal of Modern Education Studies, 6(1), 180-205.