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

Original article | International Journal of Progressive Education 2021, Vol. 17(6) 289-308

The Emergency Remote Teaching: A State University Experience

Fatmanur Özen & Mustafa Serkan Abdusselam

pp. 289 - 308   |  DOI: https://doi.org/10.29329/ijpe.2021.382.20   |  Manu. Number: MANU-2106-20-0002.R1

Published online: December 03, 2021  |   Number of Views: 226  |  Number of Download: 512

Save PDF

Abstract

Due to the COVID-19 pandemic, emergency remote teaching in higher education institutions across Turkey in 2020 has become mandatory as of March. Emergency remote teaching practices added new applications for most of the instructors such as virtual classroom, online teaching, distance evaluation; those revealed different opinions based on experience on the positive and negative aspects and quality of the applications. This research was conducted to evaluate all these experiences held at a state university with a distance education center and a distance education database system but having only limited experiences on online courses before the emergency remote teaching in Turkey. The data set of the study was composed of the opinions of a group of instructors who participated in the distance teaching process for the first time and the official correspondence and reports made to organize, manage and evaluate the process during the first period of emergency remote teaching. The research is a qualitative case study where data obtained from different data sets are analyzed comparatively, inductively, and deductively. The results of the research show that within the scope of emergency remote teaching, the regulations regarding the application content in different faculties of the university should be differentiated, and this can be partially met during the emergency distance education process. In the context of effective and efficient use of the emergency remote teaching process, positive/negative situations have been experienced in terms of adapting to the database used in the teaching process, adapting existing teaching approaches, measuring and evaluating learning outcomes, and ensuring the participation of students in all these. Although instructors generally consider distance education as more student-centered practices and find the opportunities, it will provide positive in this context, but the effect of compulsory emergency remote teaching on learning outcomes was uncertain. Some suggestions are presented for the efficacy, effectiveness, and efficiency of the implementation.

Keywords: Emergency Remote Teaching, Adoption to Emergency Remote Teaching, Efficacy-Effectiveness-Efficiency of Emergency Remote Teaching

How to Cite this Article?

APA 6th edition
Ozen, F. & Abdusselam, M.S. (2021). The Emergency Remote Teaching: A State University Experience . International Journal of Progressive Education, 17(6), 289-308. doi: 10.29329/ijpe.2021.382.20

Harvard
Ozen, F. and Abdusselam, M. (2021). The Emergency Remote Teaching: A State University Experience . International Journal of Progressive Education, 17(6), pp. 289-308.

Chicago 16th edition
Ozen, Fatmanur and Mustafa Serkan Abdusselam (2021). "The Emergency Remote Teaching: A State University Experience ". International Journal of Progressive Education 17 (6):289-308. doi:10.29329/ijpe.2021.382.20.
References
  1. Adıyaman, Z. (2002). Uzaktan egitim yoluyla yabancı dil egitimi. Sakarya Universitesi Egitim Fakultesi Dergisi, 4, 420-425.  https://dergipark.org.tr/tr/download/article-file/115816  [Google Scholar]
  2. Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 1(3), 1-3.  https://doi.org/10.1002/hbe2.191   [Google Scholar] [Crossref] 
  3. Barker, B. O., Frisbie, A. G., & Patrick, K. R. (1989). Concepts: broadening the definition of distance education in light of the new telecommunications technologies. American Journal of Distance Education, 3(1), 20–29. https://doi.org/10.1080/08923648909526647   [Google Scholar] [Crossref] 
  4. Bawa, P. (2021). Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching. Computers and Education Open, 1, 100016. https://doi.org/10.1016/j.caeo.2020.100016   [Google Scholar] [Crossref] 
  5. Berg, B. L., & Lune, H. (2015). Sosyal bilimlerde nitel arastırma yontemleri. H. Aydın (Trans. Ed.). Egitim. [Google Scholar]
  6. 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), i-vi.  http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/447/297  [Google Scholar]
  7. Callaghan, M. J., McCusker, K., Losada, J. L., Harkin, J. G., & Wilson, S. (2009). Teaching engineering education using virtual worlds and virtual learning environments. 2009 International Conference on Advances in Computing, Control, and Telecommunication Technologies. https://doi.org/10.1109/ACT.2009.80 [Google Scholar] [Crossref] 
  8. Christensen, L. B., Johnson, R. B., & Turner, L. A. (2014). Research methods, design, and analysis. Pearson. [Google Scholar]
  9. 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  [Google Scholar] [Crossref] 
  10. Council of Higher Education (CoHE). (2020a). COVID-19 Bilgilendirme Notu: 1. https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx (04.02.2021) [Google Scholar]
  11. CoHE. (2020b). Uzaktan egitimde kalite guuvencesi olçutleri ve degerlendirme rehberi. https://api.yokak.gov.tr/Storage/AnnouncementFiles/07-09-2020/156/uzaktan%20egitim%20v3.pdf (07. 09. 2020) [Google Scholar]
  12. Creswell, J. W. (2007). Qualitative inquiry & research design, choosing among five approaches. Sage. [Google Scholar]
  13. Creswell, J. W. (2012). Educational research: planning conducting and evaluating quantitative and qualitative research. Pearson. [Google Scholar]
  14. Creswell, J. W. (2014). Arastırma deseni: nitel, nicel ve karma yontem yaklasımları. S. B. Demir (Trans. Ed.). Egiten Kitap. [Google Scholar]
  15. Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Centre for Student Equity in Higher Education, Curtin University, Australia.  Retrieved from https://www.ncsehe.edu.au/wp-content/uploads/2020/04/NCSEHE_V2_Final_literaturereview-learningathome-covid19-final_30042020.pdf  (18.04.2021) [Google Scholar]
  16. Egan, K., & Crotty,Y.(2020). Sustaining a prolonged pivot: Appraising challenges facing higher education stakeholders in switching to online learning. International Journal for Transformative Research,7(1) 1-9. https://doi.org/10.2478/ijtr-2020-0001  [Google Scholar] [Crossref] 
  17. Erfidan, A. (2019). Derslerin uzaktan egitim yoluyla verilmesiyle ilgili ogretim elemanı ve ogrenci gorusleri: Balıkesir Universitesi ornegi. (Unpublished master's thesis. Balikesir University Institute of Science and Technology, Balikesir, Turkey). http://dspace.balikesir.edu.tr [Google Scholar]
  18. Erhan, C., & Gumus, S. (2020). Kuresel salgın sonrasında yuksekogretimde fırsatlar ve riskler: universitelerin gelecegi. M. Seker, A. Ozer & C. Korkut (Edt. ). In Kuresel salgının anatomisi: insan ve toplumun gelecegi (pp. 193-209). TUBA. www.tuba.gov.tr   [Google Scholar]
  19. Fraenkel, J. R. & Wallen, N. E. (2018). How to design and evaluate research in education. McGrawHill. [Google Scholar]
  20. Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community matters: student−instructor relationships foster student motivation and engagement in an emergency remote teaching environment. Journal of Chemical Education, 97(9), 3332-3335. https://dx.doi.org/10.1021/acs.jchemed.0c00635   [Google Scholar]
  21. Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: student adaptation to emergency remote teaching in an ıntegrated engineering energy course during COVID-19. Education Sciences, 10(11), 304. https://doi.org/10.3390/educsci10110304   [Google Scholar] [Crossref] 
  22. Giresun University Quality Assurance in Distance Education Supplementary Report. (2020). Retrieved from http://kalite.giresun.edu.tr (17.04.2021) [Google Scholar]
  23. Giresun University 2020 Strategic Plan Monitoring Report.Retrieved from sgbd.giresun.edu.tr (12.04.2021) [Google Scholar]
  24. Guclu, I. (2019). Sosyal bilimlerde nitel arastırma yontemleri: teknik, yaklasım, uygulama. Nobel. [Google Scholar]
  25. Guler, A., Halicioglu, M. B., & Tasgin, S. (2015). Sosyal bilimlerde nitel arastırma. Seckin. [Google Scholar]
  26. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning  (02.03.2021). [Google Scholar]
  27. Holmberg, B. (2005). The evolution, principles and practices of distance education. BIS-Verlagder. Retrieved from https://uol.de/fileadmin/user_upload/c3l/master/mde/download/asfvolume11_eBook.pdf  [Google Scholar]
  28. Hycner, R. H. (1999). Some guidelines for the phenomenological analysis of interview data. In Bryman, A., Burgess, R. G. (Eds.), Qualitative research (Vol. 3, pp. 143–164). Sage. [Google Scholar]
  29. Jensen, J. L., & Rodgers, R. (2001). Cumulating the intellectual gold of case study research. Public Administration Review, 61(2),  236-246. https://doi.org/10.1111/0033-3352.00025  [Google Scholar] [Crossref] 
  30. Jingrong X., Gulinna, A., & Rice, M. F.  (2021) Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70-87.  https://doi.org/10.1080/01587919.2020.1869526 [Google Scholar] [Crossref] 
  31. Julien, H. (2008). Content analysis. In M. L. Given (Ed.), The SAGE encyclopedia of qualitative reserach methods (Volume 1, pp. 120-121). Sage. [Google Scholar]
  32. Kaya, M., Akyol, C. Ç., Ozbek, R., & Pepeler, E. (2017). Lisansustu egitim programlarında “uzaktan egitim uygulamasına” yonelik “egitim bilimleri bolumu”’ akademisyenlerinin gorusleri. Elektronik Sosyal Bilimler Dergisi, 16(64), 1616-1627. Retrieved from https://dergipark.org.tr/tr/download/article-file/363990  [Google Scholar]
  33. Khlaif, Z.N., Salha, S., Fareed, S. & Rashed, H. (2021). The hidden shadow of the coronavirus on education in developing countries. Online Learning, 25(1), 269-285. https://doi.org/10.24059/olj.v25i1.2287  [Google Scholar] [Crossref] 
  34. Kaya, Z. (2002). Uzaktan egitim. PegemA. [Google Scholar]
  35. Kocoglu, E. & Tekdal, D. (2020). Analysis of distance education activities conducted during COVID-19 pandemic. Educational Research and Reviews, 15(9), 536-543. https://doi.org/10.5897/ERR2020.4033 [Google Scholar] [Crossref] 
  36. Leung, J. K. L., & Chu, S. K. W. (2020).  Inspiring makers in first-year engineering under emergency remote teaching. Advances in Engineering Education, 8(4), 1-9. Retrieved from  https://advances.asee.org  [Google Scholar]
  37. Marinoni, G., van’t Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world: IAU global survey report. UNESCO Paris: International Association of Universities. Retrieved from https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf (02.04.2021). [Google Scholar]
  38. Marriam, S. B., & Tisdell, E. J. (2016). Qualitative research, a guide to design and implementation. Jossey-Bass. [Google Scholar]
  39. Maxwell, J. A. (1996). Qualitative research design: an interactive approach. Sage. [Google Scholar]
  40. Mishra, D. L., Gupta, D. T., & Shree, D. A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 Pandemic. International Journal of Educational Research Open, 100012. https://doi.org/10.1016/j.ijedro.2020.100011 [Google Scholar] [Crossref] 
  41. Osman, M. E. (2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching, 46(4), 463-471. https://doi.org/10.1080/02607476.2020.1802583 [Google Scholar] [Crossref] 
  42. Ozbay, O. (2015). Dunyada ve Turkiye’de uzaktan egitimin guncel durumu. The Journal of International Education Science, 2(5), 376-394. http://doi.org/10.16991/INESJOURNAL.174  [Google Scholar]
  43. Paker, T. (2015). Durum çalısması. In F. N. Seggie & M. A.Yıldırmıs (Edt.). Nitel arastırma, yontem, teknik, analiz ve yaklasımlar (pp. 119-134).  Ani. [Google Scholar]
  44. Patton, M. Q. (2002). Qualitative evaluation & research methods. Sage. [Google Scholar]
  45. Seggie, F. N., & Yıldırmıs, M. A. (2015). Nitel arastırmaların desenlenmesi. In F. N. Seggie & M. A.Yıldırmıs (Eds.). Nitel arastırma, yontem, teknik, analiz ve yaklasımlar (pp. 23-35). Ani. [Google Scholar]
  46. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75. [Google Scholar]
  47. Sumardi, S., & Nugrahani, D. (2021). Adoption to emergency remote teaching: pedogogical strategy for preservice language teachers amid COVID-19 pandemic.  Turkish Online Journal of Distance Education, 22(2), 81-93. https://doi.org/10.17718/tojde.906553  [Google Scholar] [Crossref] 
  48. Turkoglu, M. E. (2015). Ogretmen hesap verebilirligi: ozel bir okulda durum çalısması. (Unpublished doctoral thesis, Osman Gazi University Institute of Educational Sciences, Eskisehir, Turkey). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp   [Google Scholar]
  49. UNESCO. (2015). Education 2030 Incheon Declaration: towards inclusive and equitable quality education and lifelong learning for all. Retrieved from http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf (02.02.2021). [Google Scholar]
  50. UNESCO. (2020a). COVID-19 impact on education. Retrieved from https://en.unesco.org/covid19/educationresponse (08.10.2020) [Google Scholar]
  51. UNESCO. (2020b). COVID-19 Educational disruption and response. Retrieved from https://en.unesco.org/covid19/educationresponse (18.07.2020)     [Google Scholar]
  52. UNESCO. (2020c). COVID-19: 10 recommendations to ensure that learning remains uninterrupted. Retrieved from https://en.unesco.org/news/covid-19-10-recommendations-plan-distance-learning-solutions  (08.10.2020) [Google Scholar]
  53. UNESCO. (2020d). School, health and nutrition: Why COVID-19 demands a rethink of education to address gender inequalities. Retrieved from https://en.unesco.org/news/school-health-and-nutrition-why-covid-19-demands-rethink-education-address-gender-inequalities (10.11.2020) [Google Scholar]
  54. Willems, J., Farley, H., & Campbell, C. (2019). The increasing significance of digital equity in higher education. Australasian Journal of Educational Technology, 35(6), 1–8. https://doi.org/10.14742/ajet.5996  [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 17 Issue 6

December 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.