The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions

Aytaç, Tufan

doi:10.29329/ijpe.2021.329.26

Cited by 36 publications

(37 citation statements)

References 8 publications

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“… 16 , 17 Additionally, technology-focused studies have reported students’ perceptions that internet disruptions prevented seamless engagement, technology prevented easy access to course resources, and technology prevented the kinds of interactivity required by course learning goals. 18 - 20 , 11 The challenges we observed align with the results in these studies and indicate the need for careful planning when developing online components of hybrid courses in pharmacy education to ensure successful student engagement. Also of interest, the fact that this study produced survey results demonstrating specifically that pharmacy students’ attentional engagement and emotional engagement were negatively impacted when participating remotely provides new conceptual areas for pharmacy educators to focus attention when seeking to improve synchronous hybrid learning experiences.…”

Section: Discussionsupporting

confidence: 61%

The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course

Palmer¹,

Moulton²,

Stone³

et al. 2022

PHARMPRACT

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Background: Synchronous hybrid instruction offers flexible learning opportunities by allowing a portion of students to attend class sessions on campus while simultaneously allowing the remaining students to attend remotely. Although such flexibility may offer a number of advantages for pharmacy students, one area of concern is whether online participation options within synchronous hybrid courses can promote similar levels of engagement as courses that are designed entirely for face-to-face (FTF) participation. Objectives: The objective of this study was to evaluate the impact of synchronous hybrid instruction on pharmacy students’ engagement in a pharmacotherapy course. An evaluation was completed to determine if students were more likely to actively engage in class when they were participating remotely via teleconferencing technology or when FTF. Additionally, students’ perspectives were evaluated to determine their views of the benefits and challenges of the hybrid model for engagement in learning. Methods: The course utilizes team-based learning to apply critical thinking skills and develop a comprehensive care plan. A mixed methods approach was used to examine students’ engagement in the hybrid learning environment by quantitatively analyzing students’ responses to likert-scale survey items and qualitatively analyzing their responses to open-ended survey questions. Results: Students reported they were more likely to actively listen (p=0.004), avoid distractions (p=0.008), and react emotionally to a topic or instruction (p=0.045) when FTF. There were no significant differences found in student reported note taking, asking questions, responding to questions, or engaging in group work between the two modes of participation. Content analysis identified other benefits that supported student engagement, including perceived flexibility and enhanced ability to interact during class via the teleconferencing technology. For some students, challenges that negatively impacted engagement included difficulties with internet connectivity and a sense of dislocation or isolation in the course. Conclusion: This study demonstrated that when participating in a synchronous hybrid course, students participating remotely were less likely (compared to in-person attendance) to pay close attention and react emotionally, but were just as likely to take notes and communicate with teachers and groups. Key benefits of the hybrid approach were increased flexibility and the usefulness of online communication tools, while key challenges focused on technical and psychological isolation from others. The principles of flexible learning environments and self-regulated learning provide opportunities for pharmacy educators who are interested in improving hybrid instruction in the future.

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Section: Discussionsupporting

confidence: 61%

The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course

Palmer¹,

Moulton²,

Stone³

et al. 2022

PHARMPRACT

View full text Add to dashboard Cite

show abstract

“…Among Palestinian teachers, limited Internet access was a signal of an equity crisis that Palestinian schools had already been experiencing for a prolonged period [13]. Turkish teachers similarly reported that students' technical challenges, Internet connectivity problems, limited motivation to learn, the inability of parents to create an adequate learning environment, as well as their limited ability to support their children, were additional sources of stress [14].…”

Section: Of 13mentioning

confidence: 99%

The Health-Sustaining, Moderating, and Mediating Roles of Sense of Coherence in the Relationship between Fear of COVID-19 and Burnout among South African Teachers

Padmanabhanunni

Pretorius

Ashraf

2022

IJERPH

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The current study focuses on the interrelationship between fear of COVID-19, sense of coherence, and burnout. Participants (n = 355) were school teachers from across all provinces in South Africa who completed the Fear of COVID-19 Scale, the Sense of Coherence Scale, and the Maslach Burnout Inventory. It was hypothesized that the dimensions of sense of coherence would be directly associated with burnout and would also mediate or moderate the relationship between fear of COVID-19 and burnout. The results of the path and moderation analyses conducted confirmed this hypothesis. In particular, the health-sustaining role of sense of coherence was demonstrated through the significant direct associations between comprehensibility and manageability on one hand and emotional exhaustion, as well as depersonalization, on the other hand. In addition, meaningfulness had significant direct associations with emotional exhaustion, depersonalization, and personal accomplishment. Meaningfulness mediated the relationship between fear of COVID-19 and all burnout subscales, while comprehensibility and manageability only mediated the relationship between fear of COVID-19 and both emotional exhaustion and depersonalization. However, comprehensibility and manageability played a moderating role in the relationship between fear of COVID-19 and personal accomplishment. These findings confirm the crucial role of protective factors, such as sense of coherence, and highlights the need for interventions that could strengthen these resources within teachers.

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“…Partisipan dalam penelitian kami mengungkapkan bahwa teknologi menjadi hal terpenting dalam keberhasilan metode blended learning. Hal ini didukung oleh penelitian terdahulu yang melaprokan bahwa perangkat keras dan koneksi internet menjadi salah satu permasalahan yang sering ditemui guru selama belajar di era pandemi Covid-19 (Aytaç, 2021). Fasilitas yang memadai perlu menjadi perhatian baik sekolah maupun orangtua.…”

Section: "Mungkin Dapat Dilakukan Untuk Siswa Usia Kelas 4sd Ke Atas ...unclassified

Blended Learning untuk Pendidikan Anak Usia Dini: Implementasi dan Tantangannya

Mayar

Desmila²,

Nurhamidah³

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Pandemi Covid-19 menyebabkan sekolah perlu memilih metode pembelajaran yang sesuai. Salah satu metode yang dapat memfasilitasi siswa adalah blended learning. Penggunaan metode tersebut di satuan PAUD masih sangat minim pembahasannya. Artikel ini bertujuan untuk memberikan gambaran implementasi dan tantangan metode blended learning untuk anak usia dini menggunakan metode kualitatif fenomenologis. Enam guru PAUD di Yogyakarta menjadi partisipan yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data yang digunakan menggunakan wawancara. Hasil dari analisis data menunjukkan bahwa terdapat lima tema yang menjadi fokus utama dalam implementasi metode blended learning. Aspek keterlibatan tersebut adalah : pemahaman guru terhadap metode blended learning, persiapan blended learning, respon dan pemahaman anak ketika blended learning, faktor yang mempengaruhi keberhasilan blended learning, kesesuaian metode blended learning untuk PAUD. Implikasi hasil penelitian dibahas lebih lanjut dalam artikel

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The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic and Their Opinions

Cited by 36 publications

References 8 publications

The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course

The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course

The Health-Sustaining, Moderating, and Mediating Roles of Sense of Coherence in the Relationship between Fear of COVID-19 and Burnout among South African Teachers

Blended Learning untuk Pendidikan Anak Usia Dini: Implementasi dan Tantangannya

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