Research Article
BibTex RIS Cite

Investigation of Special Education Teachers’ Online Teaching Experiences during Covid 19 Pandemic

Year 2022, Volume: 10 Issue: 20, 319 - 329, 21.12.2022
https://doi.org/10.18009/jcer.1081755

Abstract

The Covid 19 pandemic, which initially emerged in China at the end of 2019 and was seen in other countries in a short period, adversely affected daily life. The epidemic has also caused various interruptions in terms of education and training activities. Incidental to the discontinuation of face-to-face education in schools, educational activities began to be carried out on online platforms. Many problems arose in this process during which various new experiences had to be coped with by teachers and students. This research aims to reveal the opinions and experiences of special education teachers regarding the online learning-teaching process, which is compulsory due to the pandemic. The research was carried out with 21 special education teachers working in a special education school in the spring term of the 2020-2021 academic year. Within the scope of the research, the data were obtained by using a semi-structured interview form prepared online by the researchers. According to this research study, for which the qualitative research method was preferred, thematic analysis was used to analyze the data. As a consequence of the research study, the opinions and experiences of the participants were gathered under five themes. The results obtained were discussed in comparison with other studies in the literature and suggestions were presented.

References

  • Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education (IJERE), 10(3), 901. https://doi.org/10.11591/ijere.v10i3.21136.
  • Akmeşe, P. P., & Kayhan, H. N. (2020). Özel eğitim öğretmenliği öğrencilerinin koronavirüs (covıd-19) salgın sürecinde uygulama derslerine ilişkin deneyimleri [Experiences of the special education teaching students in the applied courses during coronavirus disease (covid-19) pandemic process]. Turkish Studies (Elektronik), 15(8), 3669-3688.
  • Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2021.1875072.
  • Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80–97.
  • Braun, V., & Clarke, V. (2012). Thematic analysis. In: Cooper H, editor. APA handbook of research methods in psychology. Vol. 2, research designs. Washington (DC): APA
  • Cai, R., & Wang, Q. (2020). A six-step online teaching method based on protocol-guided learning during the covıd-19 epidemic: A case study of the first middle school teaching practice in Changyuan City, Henan Province, China. Best Evidence of Chinese Education, 4(2), 529–534. https://doi.org/10.15354/bece.20.rp010.
  • Catalano, A. (2014). Improving distance education for students with special needs: a qualitative study of students’ experiences with an online library research course, Journal of Library & Information Services in Distance Learning, 8(1-2), 17-31.
  • Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The degree of readiness to total distance learning in the face of covid-19 - teachers’ view (case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine). Journal of Education in Black Sea Region, 5(2), 2–41. https://doi.org/10.31578/jebs.v5i2.197.
  • Dorsah, P. (2021). Pre-service teachers’ readiness for emergency remote learning in the wake of covid-19. European Journal of STEM Education, 6(1), 1-12.
  • Eurybase (2009). Türk eğitim sisteminin örgütlenmesi [Organization of the Turkish education system]. Ankara: European Commission.
  • Farmer, T. W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., & Brooks, D. S. (2017). Classroom social dynamics management: why the invisible hand of the teacher matters for special education. Remedial and Special Education, 39(3), 177–192.
  • Glesne, C. (2013). Nitel araştırmaya giriş [Introduction to qualitative research] (3. b.). (A. Ersoy, & P. Yalçınoğlu, Dü) Ankara: Anı Yayıncılık.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, (March 27, 2020). https://er.educause.edu/articles/2020/3/the-difference- between-emergency-remote-teaching-and-online-learning.
  • Kara, E (2020). Kovid-19 pandemisindeki dezavantajlı gruplar ve sosyal hizmet işgücünün işlevi [The function of the social service work force during the covid-19 pandemic in disadvantaged groups]. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 4(1), 28-34.
  • Karasel-Ayda, N., Bastas, M., Altinay, F., Altinay, Z., & Dagli, G. (2020). Distance education for Students with special needs in primary schools in the period of covid-19 epidemic. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.587.
  • Keeler, C. G., & Horney, M. (2007). Online course designs: Are special needs being met?. The American Journal of Distance Education, 21(2), 61-75.
  • Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159x.2020.1755030
  • Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421.
  • Mengi, A., & Alpdoğan, Y. (2020). Covid-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Investigation of teacher’s opinions about distance education processes of students who receive special education during the covid-19 pandemic period]. Milli Eğitim Dergisi, 49(1), 413-437.
  • Ministry of National Education [MoNE] (2018). Özel eğitim hizmetleri yönetmeliği [Special education services regulation]. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07 /09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
  • Mukuna, K. R., & Aloka, P. J. O. (2020). exploring educators’ challenges of online learning in covid-19 at a rural school, South Africa. International Journal of Learning, Teaching and Educational Research, 19(10), 134–149. https://doi.org/10.26803/ijlter.19.10.8.
  • Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142–156.
  • Simó-Pinatella, D., Goei, S. L., Carvalho, M., & Nelen, M. (2021). Special education teachers’ experiences of addressing challenging behaviour during the pandemic. European Journal of Special Needs Education, 1–14. https://doi.org/10.1080/08856257.2021.1963152.
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? a systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
  • Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2021). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-020-00549-1.
  • Tuncay, N. (2021). Online education skills of teachers: access, age, gender and language gap. Journal of Computer and Education Research, 9 (17), 1-15.
  • UNESCO. (2021). Global monitoring of school closures caused by covid-19. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ United Nations. (2020). Education during covid-19 and beyond. https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf

Investigation of Special Education Teachers’ Online Teaching Experiences during Covid 19 Pandemic

Year 2022, Volume: 10 Issue: 20, 319 - 329, 21.12.2022
https://doi.org/10.18009/jcer.1081755

Abstract

The Covid 19 pandemic, which initially emerged in China at the end of 2019 and was seen in other countries in a short period, adversely affected daily life. The epidemic has also caused various interruptions in terms of education and training activities. Incidental to the discontinuation of face-to-face education in schools, educational activities began to be carried out on online platforms. Many problems arose in this process during which various new experiences had to be coped with by teachers and students. This research aims to reveal the opinions and experiences of special education teachers regarding the online learning-teaching process, which is compulsory due to the pandemic. The research was carried out with 21 special education teachers working in a special education school in the spring term of the 2020-2021 academic year. Within the scope of the research, the data were obtained by using a semi-structured interview form prepared online by the researchers. According to this research study, for which the qualitative research method was preferred, thematic analysis was used to analyze the data. As a consequence of the research study, the opinions and experiences of the participants were gathered under five themes. The results obtained were discussed in comparison with other studies in the literature and suggestions were presented.

References

  • Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education (IJERE), 10(3), 901. https://doi.org/10.11591/ijere.v10i3.21136.
  • Akmeşe, P. P., & Kayhan, H. N. (2020). Özel eğitim öğretmenliği öğrencilerinin koronavirüs (covıd-19) salgın sürecinde uygulama derslerine ilişkin deneyimleri [Experiences of the special education teaching students in the applied courses during coronavirus disease (covid-19) pandemic process]. Turkish Studies (Elektronik), 15(8), 3669-3688.
  • Azhari, B., & Fajri, I. (2021). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 1–21. https://doi.org/10.1080/0020739x.2021.1875072.
  • Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What predicts teachers’ use of digital learning in Germany? Examining the obstacles and conditions of digital learning in special education. European Journal of Special Needs Education, 36(1), 80–97.
  • Braun, V., & Clarke, V. (2012). Thematic analysis. In: Cooper H, editor. APA handbook of research methods in psychology. Vol. 2, research designs. Washington (DC): APA
  • Cai, R., & Wang, Q. (2020). A six-step online teaching method based on protocol-guided learning during the covıd-19 epidemic: A case study of the first middle school teaching practice in Changyuan City, Henan Province, China. Best Evidence of Chinese Education, 4(2), 529–534. https://doi.org/10.15354/bece.20.rp010.
  • Catalano, A. (2014). Improving distance education for students with special needs: a qualitative study of students’ experiences with an online library research course, Journal of Library & Information Services in Distance Learning, 8(1-2), 17-31.
  • Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The degree of readiness to total distance learning in the face of covid-19 - teachers’ view (case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine). Journal of Education in Black Sea Region, 5(2), 2–41. https://doi.org/10.31578/jebs.v5i2.197.
  • Dorsah, P. (2021). Pre-service teachers’ readiness for emergency remote learning in the wake of covid-19. European Journal of STEM Education, 6(1), 1-12.
  • Eurybase (2009). Türk eğitim sisteminin örgütlenmesi [Organization of the Turkish education system]. Ankara: European Commission.
  • Farmer, T. W., Dawes, M., Hamm, J. V., Lee, D., Mehtaji, M., Hoffman, A. S., & Brooks, D. S. (2017). Classroom social dynamics management: why the invisible hand of the teacher matters for special education. Remedial and Special Education, 39(3), 177–192.
  • Glesne, C. (2013). Nitel araştırmaya giriş [Introduction to qualitative research] (3. b.). (A. Ersoy, & P. Yalçınoğlu, Dü) Ankara: Anı Yayıncılık.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, (March 27, 2020). https://er.educause.edu/articles/2020/3/the-difference- between-emergency-remote-teaching-and-online-learning.
  • Kara, E (2020). Kovid-19 pandemisindeki dezavantajlı gruplar ve sosyal hizmet işgücünün işlevi [The function of the social service work force during the covid-19 pandemic in disadvantaged groups]. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 4(1), 28-34.
  • Karasel-Ayda, N., Bastas, M., Altinay, F., Altinay, Z., & Dagli, G. (2020). Distance education for Students with special needs in primary schools in the period of covid-19 epidemic. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.587.
  • Keeler, C. G., & Horney, M. (2007). Online course designs: Are special needs being met?. The American Journal of Distance Education, 21(2), 61-75.
  • Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159x.2020.1755030
  • Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421.
  • Mengi, A., & Alpdoğan, Y. (2020). Covid-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Investigation of teacher’s opinions about distance education processes of students who receive special education during the covid-19 pandemic period]. Milli Eğitim Dergisi, 49(1), 413-437.
  • Ministry of National Education [MoNE] (2018). Özel eğitim hizmetleri yönetmeliği [Special education services regulation]. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07 /09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
  • Mukuna, K. R., & Aloka, P. J. O. (2020). exploring educators’ challenges of online learning in covid-19 at a rural school, South Africa. International Journal of Learning, Teaching and Educational Research, 19(10), 134–149. https://doi.org/10.26803/ijlter.19.10.8.
  • Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142–156.
  • Simó-Pinatella, D., Goei, S. L., Carvalho, M., & Nelen, M. (2021). Special education teachers’ experiences of addressing challenging behaviour during the pandemic. European Journal of Special Needs Education, 1–14. https://doi.org/10.1080/08856257.2021.1963152.
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? a systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
  • Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2021). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-020-00549-1.
  • Tuncay, N. (2021). Online education skills of teachers: access, age, gender and language gap. Journal of Computer and Education Research, 9 (17), 1-15.
  • UNESCO. (2021). Global monitoring of school closures caused by covid-19. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ United Nations. (2020). Education during covid-19 and beyond. https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
There are 28 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Hüsamettin Erdemci 0000-0002-0435-491X

Mithat Elçiçek 0000-0003-1845-7271

Early Pub Date December 18, 2022
Publication Date December 21, 2022
Submission Date March 2, 2022
Acceptance Date May 12, 2022
Published in Issue Year 2022 Volume: 10 Issue: 20

Cite

APA Erdemci, H., & Elçiçek, M. (2022). Investigation of Special Education Teachers’ Online Teaching Experiences during Covid 19 Pandemic. Journal of Computer and Education Research, 10(20), 319-329. https://doi.org/10.18009/jcer.1081755

download13894               13896   13897 14842      


Creative Commons License


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


Dear Authors;

We would like to inform you that ORCID, which includes 16 digit number will be requested from the authors for the studies to be published in JCER. It is important to be sensitive on this issue. 


Best regards...