Çiğdem HAN TOSUNOĞLU, Selim ARSLANOĞLU, Zeynep BALABAN, Şule ELEMAN, Esengül KANTEKİN

High school students’ experiences with emergency remote teaching

The COVID-19 pandemic has led to the closure of schools in Turkey and the online delivery of education through digital tools. The aim of the study is to reveal the experiences and opinions of high school students in the emergency remote teaching process. In this sense, data was collected with semi-structured interview form with 25 high school students. The data obtained within the scope of the study were analyzed by content analysis method. The results show that student experiences are shaped around four dimensions as a learning environment, affective, technological literacy and teaching-learning process. In general, it shows that students have difficulties in integrating into the new learning environment. In order not to experience similar problems in the future emergency remote teaching process and to integrate more effectively, a systematically and effectively planned distance learning system should be designed, and the necessary trainings should be provided for educators to master online pedagogy.

Keywords:

Emergency remote teaching, High school students, Experience, COVID-19,

PDF

___

Aboagye, E., Yawson, J. A. & Appiah, K. N. (2021). COVID-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1), 1-8.
Alexander, M. W., Truell, A. D.& Zhao, J. J. (2012). Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses. Issues in Information Systems, 13(2), 193-200.
Alvarez Jr, A. V. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153.
Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students. Medicine, 100(7), e24821.
Bakioğlu, B. & Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri. Electronic Turkish Studies, 15(4), 109-129.
Barker, B. S. (2002). Barker BS. (2002). A comparison research model for adult distributed training. Unpublished doctoral dissertation, University of Nebraska, Lincoln.
Barnett-Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives of online discussions: Strengths and weaknesses. Journal of Technology in Human Services, 23(3–4), 229–244.
Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402–416.
Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
Brereton, P. (2021). Emergency remote training: guiding and supporting teachers in preparation for emergency remote teaching. Language Research Bulletin (International Christian University, Tokyo), 35, 1–13.
Briggs, C. L. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research (No. 1). Cambridge university press.
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
Çalık, E. Ö. & Altay, I. F. (2021). Analysis of English lesson broadcasts during emergency remote teaching from pedagogical, instructional and technical aspects. International Journal of Education, Technology and Science, 1(2), 71-87.
Demir, S. & Kale M. (2020). Öğretmen görüşlerine göre, Covid-19 küresel salgını döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Turkish Studies, 15(8), 3445-3470.
Dumford, A. D. & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465.
Durak, G. (2014). The effects of a distance education programming language course on student performance. Journal of Theory and Practice in Education, 10(1), 202–219.
Er-Türküresin, H. (2020). Covid-19 pandemi döneminde yürütülen uzaktan eğitim uygulamalarının öğretmen adaylarının görüşleri bağlamında incelenmesi. Milli Eğitim Dergisi, 49(1), 597-618.
Gilbert, S. (1999). How to be a successful online student. McGraw-Hill.
Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social
Hammond, T., Watson, K., Brumbelow, K., Fields, S., Shryock, K., Chamberland, J., Barroso, L., de Miranda, M., Johnson, M., Alexander, G., Childs, M. D., Ray, S., White, L., Cherian, J., Dunn, A., & Herbert, B. (2020). A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social ısolation, equity, resilience, and learning content during the COVID-19 pandemic. Available electronically from http://hdl.handle.net/1969.1/187835.
Harris-Packer, J. D. & Ségol, G. (2015). An empirical evaluation of distance learning’s effectiveness in the K–12 setting. American Journal of Distance Education, 29(1), 4-17.
Hodges, C. B., & Barbour, M. K. (2021). Assessing learning during emergency remote education. Italian Journal of Educational Technology, 29(2), 85-98.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Huang, M., Shi, Y. & Yang, X. (2021). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, 15, 400-418.
Kaiper‐Marquez, A., Wolfe, E., Clymer, C., Lee, J., McLean, E. G., Prins, E., Stickel, T. (2020). On the fly: Adapting quickly to emergency remote instruction in a family literacy programme. International Review of Education, 66(5), 691–713.
Kathleen, A. J., & Christopher, F. B. (2020). Students’ responses to emergency remote online teaching reveal critical factors for all teaching. Journal of Chemical Education, 97(9), 2472-2485.
Khlaif, Z. N. & Salha, S. (2020). The unanticipated educational challenges of developing countries in Covid-19 crisis: A brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 130-134.
Khlaif, Z. N., Salha, S. & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 26, 7033-7055.
Kong, J.E., Lee, D. (2021). A study on middle school students’ perceptions on remote english learning during COVID-19. Journal of English Teaching through Movies and Media, 22(2), 41-57.
Means, B., Bakia, M. & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
Meyer, J. D. & Barefield, A. C. (2010). Infrastructure and administrative support for online programs. Online Journal of Distance Learning Administration, 13(3), Retrieved from http:// www.westga.edu/~distance/ojdla/Fall133/index.php.
Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11.
Ng, C. (2019). Shifting the focus from motivated learners to motivating distributed environments: A review of 40 years of published motivation research in Distance Education. Distance Education. 40(4), 469–496.
Ng, W. & Nicholas, H. (2010). A progressive pedagogy for online learning with high-ability secondary school students: A case study. Gifted Child Quarterly, 54(3), 239-251.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science, 4(4), 352-369.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Sage.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Sage.
Reiss, M. J. (2020). Science Education in the Light of COVID-19. Science & Education, 29(4), 1079-1092.
Robinson, H. A., Al-Freih, M. & Kilgore, W. (2020). Designing with care: Towards a care- centered model for online learning design. The International Journal of Information and Learning Technology, 37(3), 99-108.
Schlesselman, L. S. (2020). Perspective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education. 84(9), 11–29.
Shamir-Inbal, T. & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic-blessing or course?. Journal of Educational Computing Research, 59(7) 1243–1271.
Shim, T. E. & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, Article 105578.
Shin, M., & Hickey, K. (2021). Needs a little TLC: Examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973-986.
Shrivastav, T. (2020). Emergency remote teaching in the times of CORONA pandemic. In S. Dhar, R. Shinde, S. Jain, N. Solomon (Ed.). Teaching and Learning Language and Literature in the Digital Era: Opportunities and Challenges (pp. 109-112). Excellent Publishing House.
Sosa Díaz, M. J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. International Journal of Environmental Research and Public Health, 18, 7956.
Trentin, G. (2007). Pedagogical sustainability of network-based distance education in university teaching. In E. P. Bailey (Ed.). Focus on distance education developments (pp. 79–106). Nova Science Publishers Inc.
Uçar, H. & Kumtepe, A. T. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(4), 37-54.
UNESCO (2020a). COVID-19 education response. https://en.unesco.org/covid19/educationresponse/globalcoalition
Wang, D. & East, M. (2020). Constructing an emergency Chinese curriculum during the pandemic: A New Zealand experience. International Journal of Chinese Language Teaching, 1(1), 1-19.
Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49.
WHO. (2020a). Coronavirus disease (COVID-19) Pandemic. World health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
WHO. (2020b). WHO Coronavirus Disease (COVID-19) Dashboard. World health Organization. https://covid19.who.int/
Wilcox, B. & Vignal, M. (2020). Recommendations for emergency remote teaching based on the student experience. The Physics Teacher, 58, 374–375.
Yamamoto, G. T. & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73.
Yıldız, E. & Seferoğlu, S. S. (2020). Uzaktan eğitim öğrencilerinin çevrim içi teknolojilere yönelik öz yeterlik algılarının incelenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18 (1), 33-46.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13 (55), 2–6.
Zilka, G. C., Cohen, R. & Rahimi, I. D. (2018). Teacher presence and social presence in virtual and blended courses. Journal of Information Technology Education: Research, 17, 103–126.