Unit:
Speciality Instructional Design for Online Distance EducationLibrary of the School of Education
Supervisors info:
Απόστολος Κώστας, Επίκ. Καθηγητής, ΠΤΔΕ, Πανεπιστήμιο Αιγαίου
Λοΐζος Σοφός, Καθηγητής, ΠΤΔΕ, Πανεπιστήμιο Αιγαίου
Γεώργιος Κουτρομάνος, Επίκ. Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Original Title:
Επείγουσα Απομακρυσμένη Διδασκαλία σε ολιγοθέσια και απομακρυσμένα σχολεία: Η περίπτωση του Δημοτικού Σχολείου Ελαφονήσου
Translated title:
Emergency Remote Teaching in multigrade and remote schools: The case of Elafonisos elementary school
Summary:
The purpose of this study is to investigate the views of Elafonisos Primary School teachers regarding the level of technological and pedagogical readiness, the obstacles and difficulties in the educational process, in the interaction with the students and in the cooperation with the parents during the implementation of the emergency distance teaching. It also examines the contribution of the Ministry of Education's training in supporting the work of teachers, the degree of student participation as well as the challenges that the student community was asked to face in the urgent remote teaching. Finally, the degree of responsiveness of parents and guardians as well as the school leadership to the teachers' needs is investigated.
In order to more fully capture the views and experiences of teachers, qualitative research was chosen. The collection of data was carried out through semi-structured interviews, which were conducted with eight teachers who taught at Elafonisos Primary School during the school years 2019-2020 and 2020-2021.
According to the findings of the present study, teachers were completely unprepared for the implementation of emergency remote teaching in the 2019-2020 school year, during the first wave of the pandemic. They were not at all familiar with the use of electronic equipment and digital platforms. However, teachers who implemented emergency remote teaching in the 2020-2021 school year were more prepared as they had experience from the previous school year. Research participants question the effectiveness of emergent distance teaching on school learning and achievement. Many children noted difficulties in mobilization, psychosocial and psychoemotional maturation, learning difficulties and underachievement. Although distance education was initially an interesting practice, because it was necessarily applied daily and limited face-to-face communication, it created a low level of motivation among children. Participants pointed out that the challenges they were asked to face were related to the lack of online educational materials, insufficient digital literacy skills and lack of internet access. Finally, social media contributed the most to communication and collaboration between teachers and parents and were used as tools and means of education and information.
Main subject category:
Technology - Computer science
Keywords:
Multigrade primary school, emergency remote teaching, Covid-19 pandemic, teachers’ beliefs, distance education
File:
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Asvou_Efst_Master.pdf
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File access is restricted only to the intranet of UoA.
