Browsing by Subject "Emergency remote teaching"

Now showing 1 - 5 of 5

Open Access
Addressing challenges during emergency remote teaching: exploring the habits of mind of experienced EFL teachers
(2022-06) Şahbaz, Leyla
This present study aimed to investigate the challenges and strategies teachers report during emergency remote teaching and explored what intelligent behaviors and Habits of Mind are evident when teachers explain how they organize and address these challenges. This narrative inquiry study was carried out at a private university in Ankara. All participants in this study were experienced EFL instructors at preparatory school at a private university. Three in-depth unstructured interviews were conducted with participants as the data collection tools. The researcher used the conceptual framework developed by Altan et al. (2019) for analysis to explore the connection between participants’ shared experiences and their dispositions as Habits of Mind. Findings reveal that participants use certain intelligent behaviors associated with Habits of Mind during emergency remote teaching. Given the novelty of remote teaching, institutions may need to identify the professional dispositions that an effective educator needs to have in online environments. Profiling these professional dispositions could reveal an indication of the probability that they may foster their dispositions toward remote teaching.
Open Access
Challenges experienced by tertiary level EFL instructors and students during Covid-19 pandemic
(2022-08) Deniz, Ayça Damla
The aim of this case study was to explore the perceptions and experiences of EFL instructors and students of an English language preparatory program of a foundation university in Turkey regarding the challenges they faced due to the Covid-19 pandemic-induced online education and the solutions they produced to cope with these challenges. For this mixed-methods case study, the quantitative data were collected from 60 instructors and 110 students through instructor and student questionnaires. To gather the qualitative data, focus group interviews were conducted with 12 instructors and individual interviews with 14 students. The quantitative data were analyzed through descriptive and inferential analysis, and content analysis was used for the analysis of the qualitative data. The results revealed that the main difficulties for the participants were a lack of training for online education and internet connection problems. The instructors thought their workload was increased as they had to provide extra guidance to the students. For the students, distractions at home and lack of interaction with their peers were the main challenges. The instructors also had positive experiences about acquiring more competence in teaching online, and the students were satisfied with the support and guidance they received from the instructors.
Open Access
Emergency remote teaching in Turkey: a systematic literature review
(2022-12) İnal, Selin
The aim of this study is to systematically review the literature on Emergency Remote Teaching (ERT) during COVID-19 period in Turkey which started on March 23, 2020 and continued until the end of the spring term 2019-2020 in K12 and higher education context. The study sample consisted of 52 articles which were located from Scopus, ERIC and DergiPark databases through search criteria and examined under systematic literature review procedures. Articles are categorized according to their demographic data; methodology, data collection tools, size of the sample, sample type, level of the sample, curricular area, and digital platforms. Results indicated that qualitative research methods were the most preferred amongst the studies, conducted mostly in the higher education level. Sample sizes of the studies differed between 0-400 and small-scale research was the most popular. Amongst the articles, video conferencing tool Zoom was the most encountered digital tool. The research articles were reviewed to locate the changes happened within the teaching-learning cycle during ERT period regarding students and teachers of K12 and higher education contexts. Findings included following patterns; concepts of context as accessibility, flexibility of time and space, characteristics of home environments, internet and infrastructure problems, inequalities in possession of required technology; concepts of classroom processes as participation, use of materials and communication between students and instructors; concepts of input as content, students’ levels of interest and motivation, students’ study habits and students’ learning style. Implications for practice and implications for further research were given.
Open Access
Habits of mind of primary school teachers implementing technology during emergency remote teaching
(2023-06) Tuysuzoglu, Amber Lee
This study used narrative inquiry to analyze how four primary school English teachers described the challenges they faced while teaching remotely during the COVID-19 pandemic and how they handled these challenges, particularly with technology during online instruction. The purpose of this exploration was to identify the ways of thinking or Habits of Mind participants exhibited when dealing with the challenges. Through thematic analysis, participants’ narratives were aligned with intelligent behaviors. The study found that there were seven Habits of Mind commonly used by teachers to address the problems they faced during emergency remote teaching. A conceptual framework was used to link these Habits of Mind to educational theories. Constructivism, self-regulated learning, and incremental learning were among the theories that could be used to explain teachers’ persistence, inquiry, and continuous efforts to learn technology, aself-improvement. The outcomes indicate that these educational theories can be emphasized in teacher education programs to foster constructive and supportive Habits of Mind that will help teachers address and overcome technological challenges.
Open Access
Situation-specific motivational dispositions of EFL students and instructors in online teaching at the time of the COVID-19 pandemic
(2024-01) Baş, Betül
The aim of this case study was to explore the situation-specific motivational dispositions of EFL students and instructors and to examine if the dispositions differ according to their gender, faculty type and level of English for the EFL students, and age, years of teaching experience, department graduated from and level of study for the EFL instructors in online teaching during the COVID-19 pandemic in a state university preparatory program in the Black Sea Region of Türkiye. For this quantitative case study, the data were collected from 343 students and 45 instructors through student and instructor questionnaires. The items related to the students’ and instructors’ motivational dispositions in online teaching were adapted from Guilloteaux and Dörnyei (2008) for the online questionnaire. Descriptive and inferential statistics were used for data analysis. The results revealed that the students’ motivational dispositions seemed to have differed regarding gender, faculty type and level of English, while the instructors’ motivational dispositions seemed to have changed according to age and years of teaching experience. Overall, the students’ and instructors’ motivation levels were not very high in online teaching caused by the COVID-19 pandemic.