International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(3) 229-249

Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students

Derya Uysal

pp. 229 - 249   |  DOI: https://doi.org/10.29329/ijpe.2021.346.15   |  Manu. Number: MANU-2010-25-0001.R3

Published online: June 07, 2021  |   Number of Views: 121  |  Number of Download: 677


Abstract

This study aims to ensure a better understanding of the stages ten primary school teachers have gone through after finding out that they are expected to offer online courses due to COVID-19 conditions. Contrary to the majority of articles that tend to emphasize the advantages of distance education while minimizing its difficulties, this study intends to arrive at a proper understanding of the phenomenon from the unique perspectives of practitioners. The phenomenological approach was particularly adopted to understand the experience of teachers, and the data obtained from the interviews were analyzed inductively. Study participants include 10 teachers who teach the first-grade students in a private primary school in Eskisehir, Turkey. The study results indicated four categories including “first reactions”, “adaptation period”, “ongoing process”, and “suggestions for a better distance education”. In line with the aim, the study also presents both negative and positive aspects of emergency distance education.

Keywords: Distance Education, Primary School Teachers, First Grade, COVID-19, Phenomenological Approach


How to Cite this Article?

APA 6th edition
Uysal, D. (2021). Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students . International Journal of Progressive Education, 17(3), 229-249. doi: 10.29329/ijpe.2021.346.15

Harvard
Uysal, D. (2021). Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students . International Journal of Progressive Education, 17(3), pp. 229-249.

Chicago 16th edition
Uysal, Derya (2021). "Emergency Distance Education Experience Of Primary School Teachers Teaching First-Grade Students ". International Journal of Progressive Education 17 (3):229-249. doi:10.29329/ijpe.2021.346.15.

References
  1. Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distributed Learning, 12(3), 80-97. [Google Scholar]
  2. Arbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65.  [Google Scholar]
  3. Aspers, P. (2009). Empirical phenomenology: A qualitative research approach (The Cologne Seminars). Indo-pacific journal of phenomenology, 9(2), 1-12. [Google Scholar]
  4. Bakioğlu, B., & Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri. Electronic Turkish Studies, 15(4). [Google Scholar]
  5. Bayram, S., Deniz, L., & Erdogan, Y. (2008). The Role of Personality Traits in Web Based Education. Turkish Online Journal of Educational Technology-TOJET, 7(2), 41-50. [Google Scholar]
  6. Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Boston, MA: Allyn & Bacon. [Google Scholar]
  7. Bonk, C. J., & Cummings, J. A. (1998). A Dozen Recommendations for Placing the Student at the Centre of Web‐Based Learning. Educational Media International, 35(2), 82-89. [Google Scholar]
  8. Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global. [Google Scholar]
  9. 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. [Google Scholar]
  10. Chute, A. G. (2003). From teletraining to e-learning and knowledge management. In M. G. Moore (Ed), Handbook of distance education, 297-314. [Google Scholar]
  11. Clark, J. T. (2020). Distance education. Clinical Engineering Handbook (pp. 410-415). Academic Press. [Google Scholar]
  12. Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall. [Google Scholar]
  13. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. [Google Scholar]
  14. Durak, G., Çankaya, S. & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 787-809. [Google Scholar]
  15. Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. The International Review of Research in Open and Distributed Learning, 1(1). [Google Scholar]
  16. Granger, D., & Bowman, M. (2003). Constructing knowledge at a distance: The learner in context. In M. G. Moore (Ed), Handbook of distance education, 169, 180. [Google Scholar]
  17. Hara, N., & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 24(3), 68-69. [Google Scholar]
  18. Holmberg, B. (1989). Theory and practice of distance education. London: Routledge. [Google Scholar]
  19. Horzum, M. B., Albayrak, E., & Ayvaz, A. (2012). Elementary Classroom Teachers’ Beliefs on In-Service Training via Distance Education. Ege Journal of Education, 13(1), 55-72. [Google Scholar]
  20. Keskin, M. & Özer, D. (2020). COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67. [Google Scholar]
  21. Kim, E. B., & Schniederjans, M. J. (2004). The role of personality in web-based distance education courses. Communications of the ACM, 47(3), 95-98. [Google Scholar]
  22. Kling, R. (1994). Reading “all about” computerization: How genre conventions shape nonfiction social analysis. The Information Society, 10(3), 147-172. [Google Scholar]
  23. Kürtüncü, M. & Kurt, A. (2020). COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadiklari sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77. [Google Scholar]
  24. Lau, E. & Lee, K. (2020). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 1-18. [Google Scholar]
  25. Mezirow, J. (1985). A critical theory of self-directed learning. New directions for continuing education, 25, 17-30. [Google Scholar]
  26. Moore, M. G. (1991). International aspects of independent study. In The foundations of American distance education: A century of collegiate correspondence study. Dubuque, IA: Kendall/Hunt. [Google Scholar]
  27. Nolan, D. J. (1998). Regents College: The early years. Virginia Beach, VA: Donning  Osborn, V. (2001). Identifying at‐risk students in videoconferencing and web‐based distance education. American Journal of Distance Education, 15(1), 41-54. [Google Scholar]
  28. Peters, O. (2000). The transformation of the university into an institution of independent learning. In T. Evans & D. Nation (Eds.), Changing university teaching: Reactions on creating educational technologies (pp.10-23). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. London: Routlage [Google Scholar]
  29. Peters, O. (2003). Learning with new media in distance education. In M. G. Moore (Ed), Handbook of distance education, 87-112. London: Routlage. [Google Scholar]
  30. Pierre, E. and Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1-7. [Google Scholar]
  31. Rice, K. L. (2006) A Comprehensive Look at Distance Education in the K–12 Context, Journal of Research on Technology in Education, 38:4, 425-448. [Google Scholar]
  32. Sewart, D., Keegan, D., & Holmberg, B. (Eds.). (2020). Distance education: International perspectives. London: Routledge. [Google Scholar]
  33. Shearer, R. (2003). Instructional design in distance education: An overview. In M. G. Moore (Ed), Handbook of distance education, 275-286. London: Routlage.  [Google Scholar]
  34. Wagner, E. D., & McCombs, B. L. (1995). Learner centered psychological principles in practice: Designs for distance education. Educational technology, 35(2), 32-35. [Google Scholar]
  35. Wedemeyer, C. A. (1971). Independent study. In R. Deighton (Ed.), Encyclopedia of Education IV (pp. 548-557). New York: McMillan. [Google Scholar]