Are We Ready for the Post-COVID-19 Educational Practice? An Investigation into What Educators Think as to Online Learning

Güneş Korkmaz, Çetin Toraman
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Abstract


Coronavirus pandemic (COVID-19) has brought a great challenge to our society worldwide, which has resulted in the need for mandatory change in almost every aspect of our lives. Undoubtedly, educational practice is one of the most affected issues by this pandemic. At all levels of education, educators have forced themselves to adapt to online learning systems and platforms in a very short time. The main purpose of this study is to analyze the problems educators experienced in online learning practices during COVID-19 pandemic, the changes they expect in educational practices in the post-COVID-19 world and the measures to be taken in education against a potential outbreak in the future. The study was conducted with 1016 educators who teach at different levels. Data were collected through an online questionnaire developed by the researchers and analyzed using descriptive statistics. As a result of this study, it was found that most of the educators experienced some problems during their online learning practices, they expect certain changes in the educational practices in the post-COVID-19 world and they think essential measures must be taken in education against a potential outbreak in the future. At the end of the study, some recommendations were given for educational policy makers, practitioners and researchers about the post-COVID world in education.


Keywords


Distance education, Online learning, Coronavirus, COVID-19

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References


Korkmaz, G. & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science (IJTES), 4(4), 293-309.




DOI: https://doi.org/10.46328/ijtes.v4i4.110

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.