How teachers experienced the COVID-19 transition to remote instruction

Marshall, David T.; Shannon, David; Love, Savanna M.

doi:10.1177/0031721720970702

Cited by 194 publications

(199 citation statements)

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“…The difficulties teachers faced are in line with the results of this study. Similar to highlighting inexperience, Marshall, et al (2020), indicate that the majority of teachers (92.4%) have not experienced online teaching before ERT and very few of them have had a quality training on this subject. Gares, et al (2020) express that although there were no problems in terms of technology and software, not being competent in how to use technology on the part of students and teachers led to problems.…”

Section: Ways To Overcome the Difficulties Experienced During Emergency Remote Teaching Periodsupporting

confidence: 52%

“…They explained these difficulties as "internet connection (65%), technical issues (15%), overloading of conferencing tools (10%), and passive learners (10%). " Marshall, et al (2020) suggest that some teachers did not have reliable internet access at home. Also, 57,2% of the participants in their study mentioned that at least onefourth of their students did not have access to broadband internet outside school and even if they had, these students did not have appropriate tools to study online.…”

Section: Ways To Overcome the Difficulties Experienced During Emergency Remote Teaching Periodmentioning

confidence: 99%

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Examining Emergency Remote Teaching: A Case Study in a Private School

Yıldırım¹,

Elverici

2021

EJES

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The aim of this study, which was designed as an internal case study, is to examine the remote teaching period carried out in a private school because of the Covid-19 pandemic. Data were collected by using a survey which consisted of open and close-ended questions. Data gathered from 176 teachers were analyzed by using quantitative analyses, percentage and frequency, and qualitative analysis, content analysis. According to the quantitative findings, it is seen that teachers generally experienced technological equipment inadequacy problem. IT support solutions and IT staff are found to be adequate and activities conducted for professional development are thought to contribute to the quality of education. According to the frequency density in the qualitative findings, teachers prominently emphasized problems they experienced regarding device, infrastructure, connection, applications, technical issues and students. While mentioning about ways to overcome difficulties, main emphasis is found to be on computer problems and solving problems about technical issues. The expectations of teachers from the R&D (Research and Development) Unit and school administration also focus on the arrangement of technological investments and regulations. It is thought that the results of the study reflecting the experiences of the emergency remote teaching period can be used to prepare for a possible new emergency and/or to increase the quality of distance education at K12 level. Article visualizations:<img src="/-counters-/edu_01/0715/a.php" alt="Hit counter" />

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Section: Ways To Overcome the Difficulties Experienced During Emergency Remote Teaching Periodsupporting

confidence: 52%

Section: Ways To Overcome the Difficulties Experienced During Emergency Remote Teaching Periodmentioning

confidence: 99%

Examining Emergency Remote Teaching: A Case Study in a Private School

Yıldırım¹,

Elverici

2021

EJES

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“…Schools then reopened online, usually after 2 weeks, though for certain large American school districts this took far longer. Since few U.S. teachers had online teaching experience, this did not go well (Hess, 2020;Marshall, Shannon, & Lee, 2020). Most other countries also closed physical schools in March and reopened online shortly thereafter.…”

Section: Non-american Responses To Covid-19mentioning

confidence: 99%

Introduction to a Special Section on COVID-19 and Schooling in the U.S.: Disruption, Continuity, Quality, and Equity

Maranto

Melo

Glenn

2020

Journal of School Choice

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Globalization brings benefits such as economic growth and exposure to new products and people. Yet it also brings risks, as shown most recently by the COVID-19 pandemic. Here, we introduce a special section on how American k-12 schooling is responding to that pandemic. While media coverage has arguably overstated the dangers of COVID-19, this introduction and the three papers in this special section offer more empirical takes, which together suggest more pragmatism than partisanship in public responses. In the introduction, we compare U.S. and international schooling responses to the pandemic, in part using a survey of informants in 21 nation-states. Generally, the U.S. is taking a more cautious approach than most other developed countries regarding school reopening. Second, in a short white paper, Angela Watson of Johns Hopkins University offers a summary of the extant knowledge of learning pods in the U.S., a fascinating innovation flourishing during the pandemic. Third, in "Reopening America's Schools: A Descriptive Look at How States and Large School Districts are Navigating Fall 2020," David Marshall of Auburn University and Martha Bradley-Dorsey of the University of Arkansas discuss how the 50 U.S. states and 120 largest school districts are reopening, largely online. Finally, in "We're All Teachers Now: Remote Learning During COVID-19," Dick Carpenter and Joshua Dunn of the University of Colorado/Colorado Springs report results from a national survey of parents, including comparisons of public, charter, and private schools.

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“…A few studies have reported some of the challenges that teachers have experienced in relation to ERT. Low familiarity with online teaching has been reported to be one of the predominant elements overwhelming teachers, at least in the initial stage of ERT [3][4][5][6]. In the process of moving their whole work practice online, many teachers found that all job functions became more challenging [6], not only in terms of the increased workload relating to teaching preparation but also in terms of engaging students and assessing student learning outcomes [7].…”

Section: Introductionmentioning

confidence: 99%

Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea

Choi¹,

Chung²,

2021

Sustainability

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This paper examines ICT policy in education with a particular focus on teachers’ engagement in emergent remote teaching (ERT) during the initial COVID-19 school closure in South Korea. It involves a documentary analysis of newspaper articles on “starting school online” from the highest read daily newspapers published in South Korea, through which three issues regarding teachers and teaching are identified: teachers’ digital competency, teachers’ sense of professional identity, and the revalorisation of the teacher role. Discussion of the three issues points to the need to reflect on and rethink the government’s policies for ICT in education. This paper provides an overview of the ICT policies to show their overall inadequacy with respect to providing teachers with the necessary training and framework for technology-related professional development. It highlights the need to understand the changing nature of teaching and learning in a digital education environment and it suggests a possible redesign of the education and training provisions to teachers to support their professional competency in the digital age.

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How teachers experienced the COVID-19 transition to remote instruction

Cited by 194 publications

References 1 publication

Examining Emergency Remote Teaching: A Case Study in a Private School

Examining Emergency Remote Teaching: A Case Study in a Private School

Introduction to a Special Section on COVID-19 and Schooling in the U.S.: Disruption, Continuity, Quality, and Equity

Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea

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