Abstract
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.
 
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Highlights
With the advent of 21st century, ways of accessing to information as well as education have changed to a great extent
This study explored the challenging situation in the country which never turned to distance education before, with the highest confirmed cases of Covid-19 as of April 14, 2020 (Toquero, 2020)
This study investigates the shift from face to face education to emergency remote teaching during the Covid-19 Pandemic by providing a case study
Summary
With the advent of 21st century, ways of accessing to information as well as education have changed to a great extent. With the spread of Covid in December 2019 and its being called as pandemic worldwide by WHO (2020a, 2020b), schools in different levels were closed in 191 countries in the world. 1.6 billion students were affected which was 90% of the world student population (UNESCO, 2020a). In this sense, as the challenging situation of Covid-19 involved mass school closures, social distancing restrictions, and increased health risks, with worldwide school closure, Turkey got its share and the education of about 16.5 million students was suspended (UNESCO, 2020b). Like many countries in the world, Turkey searched for an alternative immediately and as of March 2020 revised the courses broadcasted through television as well as the internet
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