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The University Instructors' Opinions About Emergency Remote Education in Turkey

The University Instructors' Opinions About Emergency Remote Education in Turkey

Halil Kayaduman, Ali Battal
Copyright: © 2021 |Pages: 16
ISBN13: 9781799872757|ISBN10: 1799872750|ISBN13 Softcover: 9781799872764|EISBN13: 9781799872771
DOI: 10.4018/978-1-7998-7275-7.ch004
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MLA

Kayaduman, Halil, and Ali Battal. "The University Instructors' Opinions About Emergency Remote Education in Turkey." Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy, edited by Aras Bozkurt, IGI Global, 2021, pp. 66-81. https://doi.org/10.4018/978-1-7998-7275-7.ch004

APA

Kayaduman, H. & Battal, A. (2021). The University Instructors' Opinions About Emergency Remote Education in Turkey. In A. Bozkurt (Ed.), Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy (pp. 66-81). IGI Global. https://doi.org/10.4018/978-1-7998-7275-7.ch004

Chicago

Kayaduman, Halil, and Ali Battal. "The University Instructors' Opinions About Emergency Remote Education in Turkey." In Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy, edited by Aras Bozkurt, 66-81. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7275-7.ch004

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Abstract

This study explores university instructors' opinions regarding emergency remote education practices during the COVID-19 pandemic. This research included 248 university instructors from 29 universities in Turkey. The findings revealed the instructors' positive and negative opinions, educational preferences, and support demands. While instructors found the process useful in terms of cost-effectiveness, providing individualized learning environments, and supporting ubiquitous learning, their negative opinions stemmed from course-, student-, technology-, and instructor-related factors. The instructors demanded support in technology and training aspects, and they preferred face-to-face education rather than blended and distance education. This study suggests considering the technological pedagogical content knowledge (TPACK) framework for professional development programs. As well, it emphasizes the importance of open educational resources and collaboration efforts at the institution level to share digital resources to eliminate the digital divide and digital literacy issues.

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