Figure - uploaded by Athanassios Jimoyiannis
Content may be subject to copyright.
Teachers' beliefs about online learning (N=694)
Source publication
In the period of schools' closure, during the pandemic of COVID-19, teachers were forced to transfer their instruction on-line. They faced a range of barriers and difficulties to plan and provide online remote teaching to their students. This paper reports on a study exploring Greek primary and secondary education teachers' views about emergency re...
Context in source publication
Context 1
... online discussions in the course platform (M=3.18), and collaborative activities that remotely engage students in learning (M=3.38). Table 2 presents teachers' beliefs and perceptions about online learning after their experience of remote teaching, due to the pandemic closure. The vast majority of the participants considered as an outcome of the COVID-19 pandemic the enhanced interest about digital technologies in education ( M=4.19). ...Similar publications
This study aimed to investigate students’ perceptions and preferences of video use as a replacement for traditional lecture during e-learning in times of the COVID-19 pandemic. This study used two-staged mixed-method. The design of this study was sequential explanatory. This study used 30 closed-ended questionnaires and focus group discussions as t...
The impact of the Covid-19 pandemic, which began in early 2020, led to the need for online learning. This does not rule out the need for an e-learning media that requires a learning method that supports synchronous and asynchronous learning. Therefore it is necessary to develop e-learning based on blended learning that utilizes the potential of the...
The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The au...
The COVID-19 has brought about schools gets shutdown all over the world. Around the world, over 1.2 billion youngsters are out of the homeroom. Academic institutions are increasingly switching all training programs to the e-learning format during the COVID-19 pandemic. The current work defines parallel online instruction and evaluation procedures c...
Citations
... Yet, these are not necessarily surprising; students believed that these barriers had a significant impact on their success and learning. Limited access to technology, such as laptops and tablets, has been reported to cause difficulty for students in attending online classes and submitting assignments (Lipton, 2021). Although these challenges were more experienced by students who live in peri-urban communities, (Mukuka et al., 2021)) also asserted that even students who live in cities experienced challenges such as a lack of access to ICT and electricity. ...
The COVID-19 pandemic has had a significant impact on education, forcing schools to close and move to remote learning. Prospective math teachers are particularly challenged by technology integration. This is because mathematics is a subject that is often taught in a traditional, lecture-based format. It can be challenging for prospective math teachers to find effective ways to use technology online to demonstrate teaching and learning mathematics. In this study, the researchers investigated the perceived barriers to technology integration experienced by prospective math teachers during emergency remote learning. This study used a descriptive correlational survey design given to fifty-one (51) respondents enrolled at Surigao del Norte State University (SNSU). Data analysis was performed using SPSS. Moreover, the researchers utilized descriptive statistics such as frequency distributions and measures of central tendency, and non-parametric tests such as Fisher’s exact tests to treat the data. The results showed that the respondents demonstrated moderately positive beliefs regarding the appropriateness of curriculum content for the technology used and the complementarity of technology and content in the course. Second, the respondents generally had a high level of commitment to attending synchronous online learning sessions. Third, gender, age, and income class do not play a significant role in determining respondents' perceived barriers to technology integration. Lastly, there was no significant relationship between respondents' perceived barriers to technology integration and their self-reported attendance (p = 0.099). However, the p-value was close to the conventional threshold for statistical significance (p 0.05), suggesting that there may be a weak association between these two variables.
... Initially, when teachers have shifted their teaching processes to online environments, they have confronted unfamiliar situations, such as recognizing videoconferencing tools, guiding the participation of their students, and creating new teaching plans compatible with synchronous and asynchronous environments through novel tools. In addition, they needed to establish effective communication with parents and monitor their students' emotional, social, and psychological states (Jimoyiannis, Koukis, & Tsiotakis, 2021). ...
... Natomiast dla moich rozważań najważniejsza jest perspektywa indywidualnych doświadczeń nauczycieli oraz doświadczanie budowania relacji z innymi w miejscu pracy, jeśli są częścią procesu refleksyjnego konstruowania sposobów radzenia sobie z wyzwaniami pracy podczas pandemii. 14 Jimoyiannis et al. (2021). 15 Di Pietro et al. (2020). ...
... 15 Di Pietro et al. (2020). 16 Jimoyiannis et al. (2021). 17 Jelińska, Paradowski (2021). ...
Celem artykułu jest rekonstrukcja i interpretacja kształtowania radzenia sobie z nowymi wyzwaniami w pracy nauczycieli w czasie pandemii COVID-19. Pytanie badawcze skupia się na odnajdywaniu przestrzeni społecznego doświadczania pracy nauczycieli w kryzysie. Tekst prezentuje analizę tematyczną materiału z wywiadów jakościowych, skoncentrowaną na najistotniejszych aspektach doświadczeń pracy w warunkach wprowadzenia w edukacji pracy zdalnej na szeroką skalę. Analiza materiału badawczego (trzech wywiadów focusowych oraz sześciu autobiograficznych wywiadów narracyjnych) przebiega współbieżnie z prezentacją wyłaniających się z przeprowadzonego przeglądu literatury przedmiotu tematów właściwych dla rekonstrukcji doświadczeń nauczycieli w zakresie radzenia sobie z wyzwaniami pracy podczas pandemii. Analiza tematyczna koncentruje się na funkcjonowania nauczycieli w kryzysie pandemii i doświadczania kryzysów z perspektywy przebiegu życia zawodowego oraz osobistego. We wnioskach nazywam i wstępnie kategoryzuję strategie radzenia sobie nauczycieli z wyzwaniami edukacji w pandemii oraz opisy ich doświadczeń jako szczególnie istotnych ze względu na kontekst wprowadzenia pracy zdalnej w trybie awaryjnym bez przygotowania instytucjonalnego. Zaprezentowane w artykule wyniki są częścią prowadzonych badań w ramach realizowanego aktualnie projektu badawczego COV-WORK.
... At a later stage, they adopted synchronous forms of distance teaching with technical problems such as limited resources, limited support for children at home and limited experience of using information communication technology emerging as important obstacles to overcome (Nikolopoulou, 2022). Similar results were reported by studies on the practices of primary and secondary school teachers; despite struggling initially with implementing distance education, they subsequently rose to the challenge of catering effectively for their students (Jimoyiannis et al., 2021;Nikiforos et al., 2020). Moreover, these studies highlighted the teachers' perceived needs for professional development and support. ...
... T A B L E 6 TRS, TPABS, and PSS by teachers' employment status and their relationships with students and parents slightly negative. These findings confirm the findings reported by similar studies conducted in Greece which concluded that Greek teachers had managed to respond successfully to the challenge of delivering their courses through asynchronous and synchronous modes but, at the same time, without maintaining the envisaged relationships with colleagues and students (Jimoyiannis et al., 2021;Nikiforos et al., 2020). ...
The mandatory closure of schools due to the Covid‐19 pandemic affected the mental health, and, by extension, the personal and professional life of teachers. This study explored their level of resilience during the pandemic and its association with attitudes towards emergency remote teaching and perceived stress. Data were collected through the administration of three self‐report instruments: (a) the “Teachers' Professional Attitudes and Behaviors Scale”, (b) the “Teachers' Resilience Scale”, and (c) the “Perceived Stress Scale”. The sample consisted of 1415 general teachers from central Greece. Teachers were found to possess neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress. The examined constructs were largely influenced by some of the teachers' demographic and professional characteristics. Teachers' perceptions of resilience predicted their attitudes to emergency remote teaching and stress levels during the pandemic. The study has reaffirmed the importance of holding sufficient levels of resilience to cope with adverse circumstances and has offered clear directions about which groups of teachers are in most need for counselling and professional support so that their resilience is strengthened. Teachers reported neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress—Specific demographic and personal characteristics were found to affect the measured constructs—Teachers' level of resilience significantly predicted their attitudes to emergency remote teaching and experienced stress during the COVID‐19 pandemic.
Individuals with special needs are highly disadvantaged during the COVID-19 quarantine days, and families and children received limited support. Learning the experiences, problems and solution suggestions of teachers who are responsible for the education of children with special needs is of great importance in determining the plans
to be made to provide the necessary support. The purpose of this study is to investigate in-service special education teachers’ experiences of emergency remote teaching and to seek to understand the essence of their lived experiences during the COVID-19 pandemic. This qualitative study employs a phenomenological design. This current interpretative phenomenological study consists of 21 special education teachers that meet predetermined criteria. Semi-structured interviews were used to collect the data. Five key questions and one closing question which were created by the researchers aligned with the purpose of the study were asked to the participants. As a result of the data obtained within the scope of the study, themes emerged according to special education teachers’ experiences such as technical infrastructure, ICT literacy, required technical support, transformations in performance tracking and assessment, learning resource, problem behaviors, goals and objectives, family engagement, person being supported, type of support provided and decision about sustainability.
Την άνοιξη του 2020, κατά τη διάρκεια της πανδημίας Covid-19, εισήχθη στην Ελλάδα η σχολική εξ αποστάσεως διδασκαλία, πρακτική η οποία ανέτρεψε άρδην τα εκπαιδευτικά δεδομένα. Το γεγονός αυτό, σε συνδυασμό με τις συνθήκες της ψηφιακής εποχής, μετασχημάτισε συνολικά την εκπαίδευση, αναδεικνύοντας νέες απαιτήσεις και ρόλους για τους εκπαιδευτικούς. Με την παρούσα ποσοτική έρευνα, η οποία εκπονήθηκε τον Μάρτιο του 2021, μελετήθηκαν οι απόψεις διδασκόντων σε Γυμνάσια και Γενικά Λύκεια όλης της Ελλάδας (Ν=180), σχετικά με την έννοια του επαγγελματισμού. Παράλληλα, διερευνήθηκε η υλοποίηση της τηλεκπαίδευσης κατά τα σχολικά έτη 2019-20 και 2020-21 μέσα από τη σύγκριση των δεξιοτήτων και των πρακτικών τους, τόσο μεταξύ των δύο περιόδων, όσο και γενικότερα, πριν και μετά την εξ αποστάσεως διδασκαλία. Επιπλέον, εξετάστηκαν οι προθέσεις των συμμετεχόντων για μελλοντική αξιοποίηση των νέων ψηφιακών δυνατοτήτων, όχι μόνο σε έκτακτες περιπτώσεις, αλλά και συστηματικότερα, εντός της φυσικής τάξης. Στα αποτελέσματα αποκαλύπτεται η ετοιμότητα των εκπαιδευτικών να ανταποκριθούν στις προκλήσεις του επαγγέλματος και καταγράφεται η στάση τους απέναντι στις ΤΠΕ. Τέλος, αναγνωρίζεται η θετική επίδραση της όλης διαδικασίας στην επαγγελματική τους ανάπτυξη, δεδομένων και των εμποδίων που κατόρθωσαν να υπερβούν, ενώ αναδεικνύεται η σαφής πρόθεση ορισμένων να μεταβούν σε νέα σχήματα διδασκαλίας και επαγγελματικών πρακτικών. Σημείο – κλειδί για την εξαγωγή των συμπερασμάτων αποτελούν οι ιδιάζουσες ψυχολογικές συνθήκες που δημιούργησε η υγειονομική κρίση, κάτω από τις οποίες εργάστηκαν εκπαιδευτικοί και μαθητές.
