Uncovering Challenges and Opportunities for Improvements of Distance Learning in Teacher Education: Kosovo’s Experience

Abstract

This study aims to investigate the pre-service teachers’ experiences with online teaching, but also to uncover the challenges and opportunities for improving the distance education in the future. A qualitative research approach using phenomenology is adapted for the study. The participants were 18 pre-service teachers studying at the different programs of the University of Prishtina’s Faculty of Education. The interviews were conducted online. The transcripts of interviews were analyzed using the interpretative phenomenological analysis. Five themes were derived from the analysis of the interview data: quality of teaching activities, positive aspects of online teaching, limitations, factors affecting online teaching, and recommendations to improve online teaching and learning in the future. This study proved the importance of pre-service teachers’ interest and motivation, but also the faculty lecturers’ professional preparedness for online teaching. Findings revealed the inability to relate theory to practice during online teaching as a lack of interaction between the university and the schools. This study is expected to serve as a guide for the expectations of preservice teachers towards the improvement of distance education in the future.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

“…Other challenges were related to the quality of online teaching and overall learning outcomes and satisfaction with online education. A qualitative study by Nikoçeviq-Kurti (2023) found that pre-service teachers encountered challenges including technological skills, unrealistic assessments, and students being overloaded with assignments not counted in final assessments. Some participants reported that the practical portion of online classes was entirely absent, despite its importance for them, while some educators lacked motivation when teaching online.…”

“…We found no literature consistent with our finding of no significant association of effective teaching and learning in online education with pre-service teachers' age, marital status, or employment status. Nevertheless, some studies reveal factors influencing online teaching effectiveness generally, such as effective communication (Liu et al, 2022), self-confidence and technology use (Teoh et al, 2023), challenges (Nikoçeviq-Kurti, 2023), and support (Pourdavood and Song, 2021). Although demographic characteristics may not have a substantial impact on the efficiency of online teaching and learning for pre-service teachers in this study, research conducted in other locations on in-service teachers, such as in the Philippines (Sacramento et al, 2021), indicates that the factors impacting the success of online education can fluctuate depending on the specific setting.…”