A Qualitative Study: Exploring the Perspectives of Educators on Online Teaching in the COVID-19 Crisis

Autor/in	Whitehead, Evangelin
Titel	A Qualitative Study: Exploring the Perspectives of Educators on Online Teaching in the COVID-19 Crisis
Quelle	In: Journal of Educational Technology, 18 (2022) 4, S.30-44 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Teacher Attitudes; Parent Attitudes; COVID-19; Pandemics; Online Courses; Barriers; Learner Engagement; Time Management; Foreign Countries; Administrator Attitudes; Educational Technology; United States; India; Saudi Arabia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; Online course; Online-Kurs; Zeitmanagement; Ausland; Unterrichtsmedien; USA; Indien; Saudi-Arabien
Abstract	Across the globe, the educational system from school level to higher education has been collapsed due to the novel COVID-19, which has raised significant challenges to the educators. In this context, a qualitative research analysis was conducted using Online focus group qualitative design, Online survey questionnaire and Online interviews to study the perspectives of the online teaching learning process in this pandemic period. Overall 65 educators and 35 parents participated in this research. Thematic inductive coding method was used to analyze the data and the most frequent themes are coded and categorized using bucketing method. Interpretation of data was done by calculating the frequency and percentage of the themes of the buckets. Data source triangulation approach was used to ensure the accuracy and truthfulness of the research findings. The finding reveals that online teaching is a flexible mode of teaching, but individual attention is reduced and the educators are not happy with the online examination. Engaging learners is an interesting part where teachers need more training and faculty development programs to prepare effective e-content and engaging materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01