International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(3) 92-124

Online teaching during the Covid-19 pandemic: Turkish student teacher and teacher experiences from biology and preschool education fields

Nazli Ruya Taskin Bedizel & Sinem Güçhan Özgül

pp. 92 - 124   |  DOI: https://doi.org/10.29329/epasr.2023.600.5   |  Manu. Number: MANU-2304-13-0003.R1

Published online: September 30, 2023  |   Number of Views: 123  |  Number of Download: 276


Abstract

This research presents a qualitative case study that investigates the biology and preschool student teachers' and teachers' experiences of online teaching during the Covid-19 pandemic. The study utilizes the diffusion of innovations theory to understand the adoption and application of online teaching as an innovation. The participants in the study consisted of eight senior biology teachers, four biology teachers, nine senior preschool education student teachers, and three preschool teachers. Data collection was conducted through online surveys administered to the participants at the end of the 2021 school year. Additionally, the researchers, who also served as student teachers' supervisors, took observation notes during the online teaching practice to complement the survey data.   The findings of the study reveal insights into the adoption of online teaching and learning processes as an innovation among teachers and student teachers. Analysis of the participants' responses regarding their readiness and experiences indicates that student teachers exhibit higher levels of perception in adopting and applying online teaching compared to the teachers. Interestingly, the experiences of the participants from different fields did not significantly differ in terms of adopting the innovation. This study emphasizes the need to increase the relative advantages of online teaching, minimize its complexity, and be prepared for similar situations. Incorporating online lesson planning and management courses in teacher education programs and providing in-service training can enhance educators' knowledge and experiences in online teaching, contributing to the adoption of online education as an innovation. Additionally, further research is needed to explore the role of parents in online learning environments. Engaging stakeholders from various fields will provide valuable data for a deeper understanding of online teaching and learning.

Keywords: online teaching, teacher education, Covid-19 pandemic, biology education, preschool education, diffusion of innovations(DIT)


How to Cite this Article?

APA 6th edition
Bedizel, N.R.T. & Ozgul, S.G. (2023). Online teaching during the Covid-19 pandemic: Turkish student teacher and teacher experiences from biology and preschool education fields . Educational Policy Analysis and Strategic Research, 18(3), 92-124. doi: 10.29329/epasr.2023.600.5

Harvard
Bedizel, N. and Ozgul, S. (2023). Online teaching during the Covid-19 pandemic: Turkish student teacher and teacher experiences from biology and preschool education fields . Educational Policy Analysis and Strategic Research, 18(3), pp. 92-124.

Chicago 16th edition
Bedizel, Nazli Ruya Taskin and Sinem Guchan Ozgul (2023). "Online teaching during the Covid-19 pandemic: Turkish student teacher and teacher experiences from biology and preschool education fields ". Educational Policy Analysis and Strategic Research 18 (3):92-124. doi:10.29329/epasr.2023.600.5.

References
  1. Aizenberg, M. (2022). Preservice kindergarten teachers’ narratives during the COVID-19 pandemic. Quality Assurance in Education, 30(1), 73-86. https://doi.org/10.1108/QAE-06-2021-0099 [Google Scholar] [Crossref] 
  2. Aktan Acar, E., Erbaş, Y. H. & Eryaman, M. Y. (2021). Okul öncesi öğretmenlerinin Covid-19 pandemi sürecinde uzaktan eğitime ilişkin görüşlerinin incelenmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi , 7 (4) , 31-54 . https://doi.org/10.51948/auad.979726 [Google Scholar] [Crossref] 
  3. Akmeşe, P. P., & Kayhan, N. (2021). Koronavirüs (Covid-19) salgınında özel eğitimde öğretmenlik uygulaması dersi ve öğretmen deneyimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 73-104. https://doi.org/10.29299/kefad.813169 [Google Scholar] [Crossref] 
  4. Alam, A. (2020). Challenges and Possibilities of Online Education during Covid-19. Preprints, 2020060013. https://doi.org/10.20944/preprints202006.0013.v1 [Google Scholar] [Crossref] 
  5. Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352. https://doi.org/10.1080/15391523.2020.1728449 [Google Scholar] [Crossref] 
  6. Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. https://doi.org/10.1080/13540602.2013.848568 [Google Scholar] [Crossref] 
  7. Altan, B. A. (2021). Uzaktan eğitimde yeni serüven: Çevrimiçi öğretmenlik uygulamaları. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 753-766. https://doi.org/10.21666/muefd.975495 [Google Scholar] [Crossref] 
  8. Ametepe, J. D., & Khan, N. (2021). Teaching physics during COVID-19 pandemic: Implementation and report of teaching strategies to support student learning. Physics Education, 56(6), 065030. https://doi.org/10.1088/1361-6552/ac266f [Google Scholar] [Crossref] 
  9. Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of Covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198. [Google Scholar]
  10. Bakioğlu, B., & Çevik, M. (2020). Views of science teachers on distance education during the COVID-19 pandemic. Turkish Studies, 15(4), 109-129. https://doi.org/10.7827/TurkishStudies.43502 [Google Scholar] [Crossref] 
  11. Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. Qualitative Report, 13(4), 544-559. [Google Scholar]
  12. Berger, J. I. (2005). Perceived consequences of adopting the internet into adult literacy and basic education classrooms. Adult Basic Education, 15(2), 103. [Google Scholar]
  13. Braak, J. V. (2001). Individual characteristics influencing teachers’ class use of computers. Journal of Educational Computing Research, 25(2), 141-157. [Google Scholar]
  14. Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. Maynooth, Ireland. Retrieved from https://www.into.ie/app/uploads/2020/04/Covid-19-Practice-in-Primary-Schools-Report.pdf [Google Scholar]
  15. Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395 [Google Scholar] [Crossref] 
  16. Chiu, T. K. F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), 14-30. https://doi.org/10.1080/15391523.2021.1891998 [Google Scholar] [Crossref] 
  17. Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson. [Google Scholar]
  18. Croft, M., Moore, R., Guffy, G., Hayes, S., Gragnaniello, K., & Vitale, D. (2020). High school students’ experiences in march during the coronavirus pandemic. (Iowa City, IA: ACT, 2020). Retrieved from https://www.act.org/content/dam/act/unsecured/documents/R1841-covid-insights.pdf [Google Scholar]
  19. Crosslin, M., & Dellinger, J. T. (2015). Lessons learned while designing and implementing a multiple pathways xMOOC + cMOOC. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 250-255). Chesapeake, The USA. [Google Scholar]
  20. Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3 [Google Scholar] [Crossref] 
  21. Debout C. (2016). L'étude de cas qualitative [Qualitative case study]. Soins, 61, 57–60. https://doi.org/10.1016/j.soin.2016.04.018. [Google Scholar] [Crossref] 
  22. Donitsa-Schmidt, S., Ramot, R., & Topaz, B. (2022). Shaping the future of distance learning in teacher education: MOOCS during COVID-19. Perspectives in Education, 40(1), 250-267. https://doi.org/10.1080/02619768.2011.643395 [Google Scholar] [Crossref] 
  23. Durak, G., & Çankaya, S. (2020). Undergraduate students' views about emergency distance education during the COVID-19 pandemic. Online Submission, 5(1), 122-147. https://doi.org/10.46827/ejoe.v5i1.3441 [Google Scholar] [Crossref] 
  24. Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N. P., Sharma, S. K., & Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211. https://doi.org/10.1016/j.ijinfomgt.2020.102211 [Google Scholar] [Crossref] 
  25. Erbaş, Y. H. (2021). Covid-19 salgını döneminde eğitim: İlkokuma yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Ana Dili Eğitimi Dergisi, 9(2), 360-380. https://doi.org/10.16916/aded.851724 [Google Scholar] [Crossref] 
  26. 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. https://doi.org/10.46451/ijts.2020.09.09 [Google Scholar] [Crossref] 
  27. Erumit, B. A., Ozcelik, A. T., Yuksel, T., & Tekbiyik, A. (2021). Examining the views of preservice teachers about online science education during the COVID-19 lockdown: Expectations, opportunities, threats, motivations, and beliefs. Journal of Turkish Science Education, 18, 2-25. https://doi.org/10.36681/tused.2021.69 [Google Scholar] [Crossref] 
  28. Ezginci, Y. (2020). Pandemi sürecinde online anket uygulaması. Konya Mühendislik Bilimleri Dergisi, 8, 53-61. https://doi.org/10.36306/konjes.822007 [Google Scholar] [Crossref] 
  29. Fauziddin, M., Mayasari, D., & Rizki, L. M. (2021). Effective learning for early childhood during global pandemic. Al-Ishlah: Jurnal Pendidikan, 13(1), 515-522. https://doi.org/10.35445/alishlah.v13i1.458 [Google Scholar] [Crossref] 
  30. Fedynich, L. V. (2013). Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies, 13, 1-7. [Google Scholar]
  31. Flores M. A., & Gago M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709 [Google Scholar] [Crossref] 
  32. Flores, M. A., Machado, E. A., & Alves, P. (2020). Ensino e avaliação a distância em tempos de COVID-19 nos ensinos básico e secundário em Portugal. Webinar, July, 3. [Google Scholar]
  33. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071 [Google Scholar] [Crossref] 
  34. Gozum, A. I. C., & Demir, Ö. (2021). Technological pedagogical content knowledge self-confidence of prospective preschool teachers for science education during the COVID-19 period: A structural equational modelling. International Journal of Curriculum and Instruction, 13(1), 712-742. [Google Scholar]
  35. Gustia, L., & Suhartini, S. (2021). Students' interest and cognitive learning outcomes: Biology education in high schools during COVID-19. Biosfer: Jurnal Pendidikan Biologi, 14(1), 75-85. https://doi.org/10.21009/biosferjpb.18663 [Google Scholar] [Crossref] 
  36. Güven, S., & Uçar, M. (2021). Öğretmen adaylarının uzaktan eğitim ve öğretmenlik uygulaması dersine ilişkin görüşleri. Journal of Awareness, 6(3), 165-183. https://doi.org/10.26809/joa.6.3.08 [Google Scholar] [Crossref] 
  37. Hari, T., Hathey, D., Kumar, S., Blee, I., Browne, R., & Tso, S. (2020). Opinions on the impact of COVID-19 on undergraduate students from diverse backgrounds and health needs. The Asia Pacific Scholar, 6(3), 104-107. https://doi.org/10.29060/TAPS.2021-6-3/PV2363 [Google Scholar] [Crossref] 
  38. Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137-147. [Google Scholar]
  39. Karakaya, F., Arık, S., Cimen, O., & Yilmaz, M. (2020). Investigation of the views of biology teachers on distance education during the COVID-19 pandemic. Journal of Education in Science Environment and Health, 6(4), 246-258. https://doi.org/10.21891/jeseh.792984 [Google Scholar] [Crossref] 
  40. König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650 [Google Scholar] [Crossref] 
  41. Lapitan Jr., L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012 [Google Scholar] [Crossref] 
  42. Lestiyanawati, R., & Widyantoro, A. (2020). Strategies and problems face by indonesian teachers in conducting e-learning system during COVID-19 outbreak. Journal of Culture, Literature, Linguistics and English Teaching, 2, 71-82. https://doi.org/10.32699/cllient.v2i1.1271 [Google Scholar] [Crossref] 
  43. Mershad, K., & Said, B. (2022). DIAMOND: A tool for monitoring the participation of students in online lectures. Education and Information Technologies, 1-31. https://doi.org/10.1007/s10639-021-10801-y [Google Scholar] [Crossref] 
  44. Muhammed, A. & Kainat, A. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Online Submission, 2(1), 45-51. http://www.doi.org/10.33902/JPSP. 2020261309 [Google Scholar]
  45. Muliadi, A., Prayogi, S., Bahalwan, F., Nirmala, W., & Verawati, N. (2021). Online learning during the Covid-19 pandemic: Preservice teacher’s perception. Jurnal Penelitian Pendidikan IPA, 7(3), 464-467. https://doi.org/10.29303/jppipa.v7i3.787 [Google Scholar] [Crossref] 
  46. Nel, C., & Marais, E. (2020). Preservice teachers use of Whatsapp to explain subject content to school children during the COVID-19 pandemic. International Journal of Work-Integrated Learning, 21(5), 629-641. [Google Scholar]
  47. Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 1644. https://doi.org/10.3389/fpsyg.2021.648552 [Google Scholar] [Crossref] 
  48. Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online teaching practices during the Covid-19 pandemic. Educational Process: International Journal, 9(3), 169-184, https://doi.org/10.22521/edupij.2020.93.4 [Google Scholar] [Crossref] 
  49. Robinia, K. A., & Anderson, M. L. (2010). Online teaching efficacy of nurse faculty. Journal of Professional Nursing, 26(3), 168-175. [Google Scholar]
  50. Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: The Free Press. [Google Scholar]
  51. Sahi, P. K., Mishra, D., & Singh, T. (2020). Medical education amid the Covid-19 pandemic. Indian Pediatrics, 57, 652-657. https://doi.org/10.1007/s13312-020-1894-7 [Google Scholar] [Crossref] 
  52. Sahin, I. (2006). Detailed review of Rogers’ Diffusion of Innovations Theory and educational technology-related studies based on Rogers’ Theory. The Turkish Online Journal of Educational Technology, 5, 14-23. [Google Scholar]
  53. Sangeeta, G., & Tandon, U.  (2020). Factors Influencing Adoption of Online Teaching by School Teachers: A Study During Covid-19 Pandemic. Wiley & Sons Ltd. [Google Scholar]
  54. Sarıoğlan, A. B., Altaş, R., & Şen, R. (2020). Uzaktan eğitim sürecinde fen bilimleri dersinde deney yapmaya ilişkin öğretmen görüşlerinin araştırılması. Milli Eğitim Dergisi, 49(1), 371-394. https://doi.org/10.37669/milliegitim.787933 [Google Scholar] [Crossref] 
  55. Schroeder, V. M., & Kelley, M. L. (2010). Family environment and parent‐child relationships as related to executive functioning in children. Early Child Development and Care, 180(10), 1285-1298. https://doi.org/10.1080/03004430902981512 [Google Scholar] [Crossref] 
  56. Shea, P., Pickett, A., & Li, C. S. (2005). Increasing access to higher education: A study of the diffusion of online teaching among 913 college faculty. International Review of Research in Open and Distributed Learning, 6(2), 1-27. [Google Scholar]
  57. Smith, M. G., & Schlaack, N. (2021). Teaching during a pandemic: Elementary candidates' experiences with engagement in distance education. IAFOR Journal of Education, 9(4), 7-22. [Google Scholar]
  58. Surry, D. W. (1993). The role of perceived attributes in the development and adoption of three computer-based learning modules. Unpublished Ph.D. Thesis. University of Georgia. [Google Scholar]
  59. Surry, D. W. (1997). Diffusion theory and instructional technology. Paper presented at the Annual Conference of the Association for Educational Communications and Technology (AECT), Albuquerque, New Mexico February 12 - 15, 1997. [Google Scholar]
  60. Telli, S. G., & Altun, D. (2021). Coronavirus (Covid-19) pandemisi döneminde çevrimiçi öğrenme. Üniversite Araştırmaları Dergisi, 4(2), 90-107. https://doi.org/10.32329/uad.916837 [Google Scholar] [Crossref] 
  61. Uçar, H., & Kumtepe, A. T. (2018). Integrating motivational strategies into massive open online courses (moocs): The application and administration of the motivation design model. In K. Buyuk, S. Kocdar, & A. Bozkurt (Eds.), Administrative Leadership in Open and Distance Learning Programs (pp. 213-235). Hershey, PA: IGI Global. [Google Scholar]
  62. Ünal, M., & Bulunuz, N. (2020). Covid-19 salgını döneminde yürütülen uzaktan eğitim çalışmalarının öğretmenler tarafından değerlendirilmesi ve sonraki sürece ilişkin öneriler. Milli Eğitim Dergisi, 49(1), 343-369. https://doi.org/10.37669/milliegitim.775521 [Google Scholar] [Crossref] 
  63. Verma, G., Campbell, T., Melville, W., & Park, B. Y. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483-490. https://doi.org/10.1080/1046560X.2020.1771514 [Google Scholar] [Crossref] 
  64. Vijayan, R. (2021). Teaching and learning during the COVID-19 pandemic: A topic modeling study. Education Sciences, 11(7), 347. https://doi.org/10.3390/educsci11070347 [Google Scholar] [Crossref] 
  65. Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328. https://doi.org/10.1080/15391523.2007.10782485 [Google Scholar] [Crossref] 
  66. Wedenoja, L. (2020). What To Expect When You Weren’t Expecting Online Classes. Rockefeller Institute of Government. Retrieved from https://rockinst.org/blog/what-to-expect-when-you-werent-expecting-online-classes/ (01.04.2022). [Google Scholar]
  67. Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48. https://doi.org/10.14742/ajet.1366 [Google Scholar] [Crossref] 
  68. Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x [Google Scholar] [Crossref] 
  69. Yan, Z. (2020). Unprecedented pandemic, unprecedented shift, and unprecedented opportunity. Human Behavior Emerging Technologies, 2020, 1-3. https://doi.org/10.1002/hbe2.192 [Google Scholar] [Crossref] 
  70. Yin, R. K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321-332. https://doi.org/10.1177/1356389013497081 [Google Scholar] [Crossref] 
  71. Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (5.Baskı). Seçkin Yayıncılık, Ankara. [Google Scholar]
  72. Yılmaz, E., Güner, B., Mutlu, H., & Arın Yılmaz, D. (2020). Farklı öğrenim kademelerindeki öğrencilere verilen uzaktan eğitim hizmetinin veli görüşlerine göre değerlendirilmesi. Milli Eğitim, 49(1), 477-503. https://doi.org/10.37669/milliegitim.777353 [Google Scholar] [Crossref] 
  73. Youn, M. H., Leon, J., & Lee, K. J. (2012). The influence of maternal employment on children’s learning growth and the role of parental involvement. Early Childhood Development and Care, 182(9), 1227–1246. https://doi.org/10.1080/03004430.2011.604944 [Google Scholar] [Crossref]