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Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey

Year 2022, Volume: 10 Issue: 20, 547 - 571, 21.12.2022
https://doi.org/10.18009/jcer.1131782

Abstract

The purpose of the present study was to investigate the views of instructors and teacher candidates related to synchronous education during the pandemic at a state university in the department of English Language Teaching. The participants included 9 instructors, and 22 pre-service English teachers. Qualitative methods were adopted in this study: semi-structured interviews and an open-ended survey were used to collect data. Interviews with instructors revealed that drawbacks to synchronous distance education were more prevalent. Similarly, open-ended surveys administered to teacher candidates demonstrated that the participants were not satisfied with synchronous distance education even though they reported several advantages of it. Finally, implications were mentioned based on the results.

References

  • Aksogan, M., & Duman, M. Ç. (2020). A research on academician opinions on distance education in the Covid-19 process. NATURENGS, 38-49.
  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: Covid-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984.
  • Al-Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj-Alqahtani, R. H. (2000). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 1-11. https://doi.org/10.1016/j.techsoc.2020.101317.
  • Almahasees, Z., Mohsen, K., & Amin, M. O. (2021, May). Faculty’s and students’ perceptions of online learning during COVID-19. In Frontiers in Education (Vol. 6). Frontiers Media SA.
  • Angelaki, C. &Mavroidis, I. (2013). Communication and social presence: the impact on adult learners’ emotions in distance learning. European Journal of Open, Distance and e‐Learning, 16(1), 78-93.
  • Bakan-Kalaycıoğlu, D., Toprak, A.Ö., Eyerci, C., Uğur, Z.B., Güç, A., Yıldız, S., Toprak, M., Demir, Z., Demir, Ö., Yıldız, Ö.F. & Çelikkaya, R. (2022). Academics’ perception and practices of online education during the COVID-19 pandemic: the case of Turkey. Journal of Educational Technology & Online Learning, 5(1), 32-46.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 26(3), 443-459.
  • Bilgiç, H. G., & Tüzün, H. (2020). Issues and challenges with web-based distance education programs in Turkish higher education institutes. Turkish Online Journal of Distance Education, 21(1), 143-164.
  • Bower, B. L. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration, 4(2), 1-6.
  • Bryman, A. (2012). Social research methods (4th ed.). UK: Oxford University Press.
  • Elo, S. & Kyngas, H. (2008). The qualitative content analysis process. J.Adv. Nurs., 62, 107-115.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
  • Green, T., Alejandro, J., & Brown, A. H. (2009). The retention of experienced faculty in online distance education programs: Understanding factors that impact their involvement. International Review of Research in Open and Distributed Learning, 10(3).
  • Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the Covid-19 pandemic. Journal of Research on Technology in Education, 1-13.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Ironsi, C. S. (2021). Google meet as a synchronous language learning tool for emergency online distant learning during the covid-19 pandemic: perceptions of language instructors and preservice teachers. Journal of Applied Research in Higher Education, 14(2), 640-659.
  • Karademir, A., Yaman, F., & Saatçioglu, Ö. (2020). Challenges of higher education institutions against covid-19: the case of Turkey. Journal of Pedagogical Research, 4(4), 453-474.
  • Keller, J.M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper presented at VII Semanario, Santiago, Cuba.
  • Lindgren, B-M., Lundman, B., &Graneheim, U.H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108, 1-6.
  • Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2).
  • Moralista, R. &Oducado, R. M. (2020). Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic. Universal Journal of Educational Research, 8(10), 4736-4742.
  • Morgan, D. L. (1993). Qualitative content analysis: a guide to paths not taken. Qualitative Health Research, 3(1), 112–121.
  • Noels, K. A., Lou, N. M., Lascano, D. I. V., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. (2019). Self-determination and motivated engagement in language learning. In Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), The Palgrave handbook of motivation for language learning (pp. 95– 115). Palgrave Macmillan.
  • Ozudogru, F. (2021). Turkish preservice teachers' experiences with emergency remote teaching: A phenomenological study. Issues in Educational Research, 31(1), 166-187.
  • Öztürk, M. (2021). Open and distance education perceptions of pre-service teachers: asynchronous and synchronous online learning. Journal of Ahmet Keleşoğlu Education Faculty, 3(2), 216-230.
  • Perveen, A. (2016). Synchronous and asynchronous e-language learning: a case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39.
  • Roberts, M. E., Stewart, B. M., Tingley, D., Lucas, C., Leder‐Luis, J., Gadarian, S. K., & Rand, D. G. (2014). Structural topic models for open‐ended survey responses. American Journal of Political Science, 58(4), 1064-1082.
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
  • Senel, S., & Senel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181-199.
  • Stadler-Heer, S. (2021). Introducing German preservice teachers to remote teaching: policy, preparation and perceptions of competence development of future foreign language teachers. Training, Language and Culture, 5 (1), 68-85.
  • Sun, A., & Chen, X. (2016). Online education and its effective practice: a research review. Journal of Information Technology Education: Research, 15, 157-190.
  • Ur-Rahman, M. M. (2020). Challenges and solutions of teaching English as a foreign language online during a global pandemic like COVID-19: Saudi EFL teachers’ perspectives. Journal of Southwest Jiaotong University, 55(6), 1-9. https://doi.org/10.35741/issn.0258- 2724.55.6.10
  • Wang, J. & Wang, Y. (2021) Compare synchronous and asynchronous online instruction for science teacher preparation, Journal of Science Teacher Education, 32 (3), 265-285.
  • Wolverton, C. C. (2018). Utilizing synchronous discussions to create an engaged classroom in online executive education. The International Journal of Management Education, 16, 239-244.

Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey

Year 2022, Volume: 10 Issue: 20, 547 - 571, 21.12.2022
https://doi.org/10.18009/jcer.1131782

Abstract

The purpose of the present study was to investigate the views of instructors and teacher candidates related to synchronous education during the pandemic at a state university in the department of English Language Teaching. The participants included 9 instructors, and 22 pre-service English teachers. Qualitative methods were adopted in this study: semi-structured interviews and an open-ended survey were used to collect data. Interviews with instructors revealed that drawbacks to synchronous distance education were more prevalent. Similarly, open-ended surveys administered to teacher candidates demonstrated that the participants were not satisfied with synchronous distance education even though they reported several advantages of it. Finally, implications were mentioned based on the results.

References

  • Aksogan, M., & Duman, M. Ç. (2020). A research on academician opinions on distance education in the Covid-19 process. NATURENGS, 38-49.
  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: Covid-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984.
  • Al-Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj-Alqahtani, R. H. (2000). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 1-11. https://doi.org/10.1016/j.techsoc.2020.101317.
  • Almahasees, Z., Mohsen, K., & Amin, M. O. (2021, May). Faculty’s and students’ perceptions of online learning during COVID-19. In Frontiers in Education (Vol. 6). Frontiers Media SA.
  • Angelaki, C. &Mavroidis, I. (2013). Communication and social presence: the impact on adult learners’ emotions in distance learning. European Journal of Open, Distance and e‐Learning, 16(1), 78-93.
  • Bakan-Kalaycıoğlu, D., Toprak, A.Ö., Eyerci, C., Uğur, Z.B., Güç, A., Yıldız, S., Toprak, M., Demir, Z., Demir, Ö., Yıldız, Ö.F. & Çelikkaya, R. (2022). Academics’ perception and practices of online education during the COVID-19 pandemic: the case of Turkey. Journal of Educational Technology & Online Learning, 5(1), 32-46.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 26(3), 443-459.
  • Bilgiç, H. G., & Tüzün, H. (2020). Issues and challenges with web-based distance education programs in Turkish higher education institutes. Turkish Online Journal of Distance Education, 21(1), 143-164.
  • Bower, B. L. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration, 4(2), 1-6.
  • Bryman, A. (2012). Social research methods (4th ed.). UK: Oxford University Press.
  • Elo, S. & Kyngas, H. (2008). The qualitative content analysis process. J.Adv. Nurs., 62, 107-115.
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
  • Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
  • Green, T., Alejandro, J., & Brown, A. H. (2009). The retention of experienced faculty in online distance education programs: Understanding factors that impact their involvement. International Review of Research in Open and Distributed Learning, 10(3).
  • Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the Covid-19 pandemic. Journal of Research on Technology in Education, 1-13.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Ironsi, C. S. (2021). Google meet as a synchronous language learning tool for emergency online distant learning during the covid-19 pandemic: perceptions of language instructors and preservice teachers. Journal of Applied Research in Higher Education, 14(2), 640-659.
  • Karademir, A., Yaman, F., & Saatçioglu, Ö. (2020). Challenges of higher education institutions against covid-19: the case of Turkey. Journal of Pedagogical Research, 4(4), 453-474.
  • Keller, J.M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper presented at VII Semanario, Santiago, Cuba.
  • Lindgren, B-M., Lundman, B., &Graneheim, U.H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108, 1-6.
  • Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2).
  • Moralista, R. &Oducado, R. M. (2020). Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic. Universal Journal of Educational Research, 8(10), 4736-4742.
  • Morgan, D. L. (1993). Qualitative content analysis: a guide to paths not taken. Qualitative Health Research, 3(1), 112–121.
  • Noels, K. A., Lou, N. M., Lascano, D. I. V., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. (2019). Self-determination and motivated engagement in language learning. In Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), The Palgrave handbook of motivation for language learning (pp. 95– 115). Palgrave Macmillan.
  • Ozudogru, F. (2021). Turkish preservice teachers' experiences with emergency remote teaching: A phenomenological study. Issues in Educational Research, 31(1), 166-187.
  • Öztürk, M. (2021). Open and distance education perceptions of pre-service teachers: asynchronous and synchronous online learning. Journal of Ahmet Keleşoğlu Education Faculty, 3(2), 216-230.
  • Perveen, A. (2016). Synchronous and asynchronous e-language learning: a case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39.
  • Roberts, M. E., Stewart, B. M., Tingley, D., Lucas, C., Leder‐Luis, J., Gadarian, S. K., & Rand, D. G. (2014). Structural topic models for open‐ended survey responses. American Journal of Political Science, 58(4), 1064-1082.
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
  • Senel, S., & Senel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181-199.
  • Stadler-Heer, S. (2021). Introducing German preservice teachers to remote teaching: policy, preparation and perceptions of competence development of future foreign language teachers. Training, Language and Culture, 5 (1), 68-85.
  • Sun, A., & Chen, X. (2016). Online education and its effective practice: a research review. Journal of Information Technology Education: Research, 15, 157-190.
  • Ur-Rahman, M. M. (2020). Challenges and solutions of teaching English as a foreign language online during a global pandemic like COVID-19: Saudi EFL teachers’ perspectives. Journal of Southwest Jiaotong University, 55(6), 1-9. https://doi.org/10.35741/issn.0258- 2724.55.6.10
  • Wang, J. & Wang, Y. (2021) Compare synchronous and asynchronous online instruction for science teacher preparation, Journal of Science Teacher Education, 32 (3), 265-285.
  • Wolverton, C. C. (2018). Utilizing synchronous discussions to create an engaged classroom in online executive education. The International Journal of Management Education, 16, 239-244.
There are 35 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Sevim Güneş 0000-0002-7505-7883

Fatma Kaya 0000-0002-4040-0194

Early Pub Date December 18, 2022
Publication Date December 21, 2022
Submission Date June 16, 2022
Acceptance Date September 11, 2022
Published in Issue Year 2022 Volume: 10 Issue: 20

Cite

APA Güneş, S., & Kaya, F. (2022). Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey. Journal of Computer and Education Research, 10(20), 547-571. https://doi.org/10.18009/jcer.1131782

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