The Challenges and Opportunities of Online Learning for Preservice Teachers During the COVID-19 Pandemic: Evidence From the U.S. and Turkey

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Author(s): Şule Yılmaz Özden (Sakarya University, Turkey), Valerie Harlow Shinas (Lesley University, USA), Chu N. Ly (Framingham State University, USA)and Nazire Burçin Hamutoğlu (Eskisehir Technical University, Turkey)
Copyright: 2022
Pages: 22
Source title: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
Source Author(s)/Editor(s): Gürhan Durak (Balıkesir University, Turkey)and Serkan Çankaya (İzmir Democracy University, Turkey)
DOI: 10.4018/978-1-7998-8701-0.ch023

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

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Abstract

The transition to emergency remote teaching in response to the COVID-19 pandemic has opened up important problems of practice in online education to discussion. Since the start of this global health crisis, several studies have documented online education experiences. The aims of the current study were to examine the online learning experiences of preservice teachers from Turkey and the US. Survey items were designed to collect the perceptions and experiences of online learning from preservice teachers enrolled in teacher preparation programs during the 2020-2021 academic year. Statistical data analysis provided insight into participants' views and attitudes toward online learning. Additionally, three open-ended questions were analyzed qualitatively. These provided insight into participants' experiences, the challenges they faced, and the advantages of online learning. Findings suggest that preservice teachers prefer face-to-face teaching even though they recognize and appreciate the value of online learning. Findings also have important implications for future research.

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The Challenges and Opportunities of Online Learning for Preservice Teachers During the COVID-19 Pandemic: Evidence From the U.S. and Turkey

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