COVID-19 and Distance Education: Evaluation in the Context of Twenty-first Century Skills

Abstract

In this study, we aimed to investigate the prospective primary school teachers’ opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy; also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants’ awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

PAK 21 Skills and The Challenges of Its Integration During Teaching and Facilitation Session (PDPC)

“…Although there are many studies found in the perspective of implementing 21st century skills and its adaptation, there is still a gap, where less research is done on identifying and improving new set of skills for the 21st century. Many studies have been carried out to focus on the development of 21st century skills (Hernandez & Santos, 2017;Publica, 2017) in fact, implementation studies for 21st century skills have also been carried out around the world such as the Netherlands (Van & Voogt, 2018;Tsangaratou & Rotterdam, 2022); Singapore Loh & Teo, 2019), the Philippines (Barrot, 2019;Gopo, 2022), China (Cai et al, 2017), Turkey (Sumen & Calisici, 2017;Bozgun et al, 2022;Ozen, 2022), Italy (Gratani & Giannandrea, 2022), France (Celuma & Maoulida, 2022), the United States (Chu et al, 2017) as well as European Union countries and OECD countries (Bakay, 2022). As a matter of fact, this area of study has also been carried out by Latin American countries except Costa Rica (Bujanda et al, 2018) based on (Jimena, 2021).…”

Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

“…The current practice of online education is a manifestation of the practice of remote emergency education during the COVID-19 pandemic (Bozgun et al, 2022;Ndzinisa & Dlamini, 2022). However, the online education practice that is suddenly applied can affect learning performance.…”