Investigating Teachers' Perceptions of Their Own Teaching Effectiveness during Covid‑19 pandemic in the online EFL Courses

Authors

  • Alireza Navidmoghaddam Istanbul university

DOI:

https://doi.org/10.24256/itj.v5i2.3916

Keywords:

EFL teachers, Teaching Effectiveness, COVID-19, Online Courses, TPACK

Abstract

This study examined teacher perspectives of EFL online instruction in a Turkish higher education institution during COVID-19. Due of the global COVID-19 pandemic, many university teachers who used face-to-face teaching had to change their approaches. A revised electronic Technological Pedagogical Content Knowledge (TPACK) survey was used to analyze participants' perceptions on their own online teaching at COVID19. It also looked at the issues EFL teachers faced during the COVID-19 pandemic and their ideas for a more successful online EFL teaching experience. Thirty-six only female instructors took part in the study by filling out an online questionnaire. Overall, the data supports a favorable impression of online education's efficacy. Participants in this study felt that the online experience allowed them to develop as learners. It was also discovered that students' interest in studying increased when they took classes online. Training for teachers, technical assistance, enabling Blackboard's extra features, and flexibility with exams and class configuration were recommended for a more productive online experience.

References

Aldrich, C., Gibson, D., & Prensky, M. (2007). Games and simulations in online learning. IGI Global. https://eric.ed.gov/?id=ED508851

Alghamdi, A. K. H., & Deraney, P. (2018). Teaching research skills to undergraduate students using an active learning approach: A proposed model for preparatory-year students in Saudi Arabia International Society for Exploring Teaching & Learning. International Journal of Teaching and Learning in Higher Education, 30(2), 184-194. https://eric.ed.gov/?id=EJ1185082

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium. https://eric.ed.gov/?id=ED541571

Ally, M., & Stauffer, K. (2008). Enhancing mobile learning delivery through exploration of the learner experience. Paper presented at the Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education (Wmute 2008), 128-132. https://dl.acm.org/doi/proceedings/10.5555/1397763

Anderson, T. (2011). The theory and practice of online learning. AU Press.

Anderson, A., Barham, N., & Northcote, M. (2013). Using the TPACK framework to unite disciplines in online learning. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.24

Anderson, D. L., Standerford, N. S., & Imdieke, S. (2010). A self-study on building community in the online classroom. Networks: An Online Journal for Teacher Research, 12(2), 261. https://doi.org/10.4148/2470-6353.1096

Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 11.

Archambault, L. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91. https://eric.ed.gov/?id=EJ932214

Bailey, Daniel & Rakushin Lee, Andrea. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. CALL-EJ. 21. 178-198. https://www.researchgate.net/publication/343219357_Learning_from_experience_in_the_midst_of_COVID-19_Benefits_challenges_and_strategies_in_online_teaching

Banas, E. J., & Emory, W. F. (1998). History and issues of distance learning. Public Administration Quarterly, 365-383. https://www.jstor.org/stable/40862326

Barrett, B. (2010). Virtual teaching and strategies: Transitioning from teaching traditional classes to online classes. Contemporary Issues in Education Research (CIER), 3(12), 17-20. https://files.eric.ed.gov/fulltext/EJ1072660.pdf

Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153 172. https://doi.org/10.2190/EC.48.2.c

Bloomberg, L. D., & Volpe, M. (2018). Completing your qualitative dissertation: A road map from beginning to end. Sage Publications.

Boddy, C. R. (2016). Sample size for qualitative research. Qualitative Market Research: An International Journal, 19(4), 426-432. https://doi.org/10.1108/QMR-06-2016-0053

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006

Borup, J. (2016). Teacher perceptions of learner-learner engagement at a cyber-high school. International Review of Research in Open and Distributed Learning, 17(3), 231-250. https://files.eric.ed.gov/fulltext/EJ1102782.pdf

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17. https://doi.org/10.1016/j.compedu.2015.03.006

Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Goksel- Canbek, N. (2015). Trends in distance education research: A content analysis of journals 2009-2013. International Review of Research in Open and Distributed Learning, 16(1), 330-363. https://files.eric.ed.gov/fulltext/EJ1061066.pdf

Carliner, S. (2004). An overview of online learning. HRD Press.

Chai, C. S., Ng, E. M., Li, W., Hong, H., & Koh, J. H. (2013). Validating and modellingtechnological pedagogical content knowledge framework among asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53. https://eric.ed.gov/?id=EJ1007064

Davies, H. T., Powell, A. E., & Nutley, S. M. (2015). Mobilising knowledge to improve UK health care: Learning from other countries and other sectors–a multimethod mapping study. Health Services and Delivery Research, 3.27. https://www.ncbi.nlm.nih.gov/books/NBK299400/

Desplaces, D., Blair, C. A., & Salvaggio, T. (2015). Do E-learning tools make a difference. Quarterly Review of Distance Education,16(4), 23-34. https://www.proquest.com/openview/121d2d2cefc51e96f529746655d8dce0/1?pq-origsite=gscholar&cbl=29705

Drummond, A., & Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928-939. https://psycnet.apa.org/record/2017-24549-003

Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87-105. https://doi.org/10.1080/03634520302470

Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148. https://doi.org/10.1016/j.compedu.2014.02.008

Fonolahi, A. V., Khan, M. G., & Jokhan, A. D. (2014). Are students studying in the online mode faring as well as students studying in the face-to-face mode? has equivalence in learning been achieved? Journal of Online Learning and Teaching, 10(4), 598-609. https://jolt.merlot.org/vol10no4/Fonolahi_1214.pdf

Franklin, C. (2004). Teacher preparation as a critical factor in elementary teachers: Use of computers. In R. Carlsen, N. Davis, J. Price, R. Weber, & D. Willis (Eds.), Society for Information Technology and Teacher Education Annual, 2004 (pp. 4994-4999). Norfolk, VA: AACE.

Golden, M. (2015). Children and childhood in classical athens JHU Press.

Koehler, M. J., Mishra, P., & Zellner, A. L. (2015). Mind the gap: Why TPACK case studies? Practitioner's Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge. https://punyamishra.com/wp-content/uploads/2016/05/Koehler_Mishra_Zellner_2015.pdf

Gunter, G., & Baumbach, D. (2004). Curriculum integration. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia. Santa Barbara, CA: ABC-CLIO, Inc.

Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73-112. https://doi.org/10.3102/0002831213517130

Harris, J. B., Mishra, P., & Koehler, M. J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Paper presented at the 2007 Annual Meeting of the American Educational Research Association, Chicago, IL.

Hew, K. F., & Cheung, W. S. (2013). Use of web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64. https://doi.org/10.1016/j.edurev.2012.08.001

Hughes, J. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in Technology and Teacher Education, 4(3), 345–362. https://citejournal.org/volume-4/issue-3-04/general/technology-learning-principles-for-preservice-and-in-service-teacher-education/#:~:text=The%20principles%20are%20(a)%20connecting,(d)%20teaching%20many%20technologies.

Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302. https://www.learntechlib.org/primary/p/26105/.

Ibáñez, R., Abisset-Chavanne, E., González, D., Duval, J., Cueto, E., & Chinesta, F. (2019). Hybrid constitutive modeling: Data-driven learning of corrections to plasticity models. International Journal of Material Forming, 12(4), 717-725. https://doi.org/10.1007/s12289-018-1448-x

Imbriale, R., Schiner, N., & Elmendorf, D. (2017). Students and teachers accessing tomorrow (STAT): Baltimore county public school's one-to-one digital conversion case in practice. Computers in the Schools, 34(1-2), 3-8. https://eric.ed.gov/?id=EJ1141455

Iris Center. (2019). How can school personnel intensify and individualize instruction? https://iris.peabody.vanderbilt.edu/module/dbi1/cresource/q2/p07/

Irving, K. E. (2006). The impact of technology on the 21st century classroom. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 3-20). Arlington, VA: National Science Teachers Association Press.

Kassner, L. (2013). A review of literature: Mix it up with blended learning in K-12 schools. Online Submission. https://eric.ed.gov/?id=ED548381

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23. https://eric.ed.gov/?id=ED548381

Keating, T. & Evans, E. (2001). Three computers in the back of the classroom: preservice teachers’ conceptions of technology integration. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1671-1676). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2023 from https://www.learntechlib.org/primary/p/17023/

Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E learning outcomes: An empirical study. Computers & Education, 57(3), 1919-1929. https://doi.org/10.1016/j.compedu.2011.04.005

Ko, S., & Rossen, S. (2017). Teaching online: A practical guide Taylor & Francis.

Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Mahwah, NJ: Lawrence Erlbaum Associates.

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. Handbook of research on educational communications and technology (pp. 101-111) Springer.

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44. https://nsuworks.nova.edu/elthe/vol1/iss1/7/

Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734. https://doi.org/10.1007/s11423-015-9422-5

Levy, H. (2020). Assessing the technological pedagogical content knowledge (TPACK) of teachers in modern orthodox jewish day schools. (2020-17189-255). http://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-17189-255&site=eds-live

Lunt, T., & Curran, J. (2010). ‘Are you listening please?’The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759-769. https://doi.org/10.1080/02602930902977772

Luscombe, C., & Montgomery, J. (2016). Exploring medical student learning in the large group teaching environment: Examining current practice to inform curricular development. BMC Medical Education, 16(1), 184. https://doi.org/10.1186/s12909-016-0698-x

Mao, J., & Peck, K. (2013). Assessment strategies, self-regulated learning skills, and perceptions of assessment in online learning. Quarterly Review of Distance Education, 14(2), 75-95. https://eric.ed.gov/?id=EJ1144843

Marc, J. R. (2002). Book review: e-learning strategies for delivering knowledge in the digital age. Internet and Higher Education, 5, 185-188.

Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427–462. https://files.eric.ed.gov/fulltext/ED442763.pdf

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning, 23(3), 97-119. https://files.eric.ed.gov/fulltext/EJ1228799.pdf

Mattei, M. D., & Ennis, E. (2014). Continuous, real-time assessment of every student's progress in the flipped higher education classroom using nearpod. Journal of Learning in Higher Education, 10(1), 1-7. https://eric.ed.gov/?id=EJ1143320

Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.

McCrory, R. (2004). A framework for understanding teaching with the Internet. American Educational Research Journal, 41(2), 447–488. https://doi.org/10.3102/00028312041002447

McGraw-Hill. (2019). What is TPACK theory and how can it be use in the classroom.www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/.

McKenzie, B., Mims, N., & Bennett, E. (2003). Successful online assessment, interaction and evaluation techniques. Paper presented at the Society for Information Technology & Teacher Education International Conference, 426-431.

Miles, M.B., Huberman, A.M. and Saldana, J. (2013) Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications, Thousand Oaks.

Milthorpe, N., Clarke, R., Fletcher, L., Moore, R., & Stark, H. (2018). Blended english: Technology-enhanced teaching and learning in english literary studies. Arts and Humanities in Higher Education, 17(3), 345-365. https://doi.org/10.1177/1474022217722140

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Moloney, J. F., & Oakley, B. (2010). Scaling online education: Increasing access to higher education. Journal of Asynchronous Learning Networks, 14(1), 55-70. https://eric.ed.gov/?id=EJ909842

Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PloS One, 10(12), e0144008. https://doi.org/10.1371/journal.pone.0144008

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. https://doi.org/10.1016/j.tate.2005.03.006

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 1-3. https://doi.org/10.1080/02607476.2020.1755205

Morgan, C., Craig, T., Schütte, M., & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. ZDM, 46(6), 843-853. https://doi.org/10.1007/s11858-014-0624-9

Nordin, H., & Tengku Ariffin, T. F. (2016). Validation of a technological pedagogical content knowledge instrument in a malaysian secondary school context. Malaysian Journal of Learning and Instruction (MJLI), 13, 1-24. https://eric.ed.gov/?id=EJ1134505

Oliver, K., & Stallings, D. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57-81. https://eric.ed.gov/?id=EJ1025141

Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430. https://doi.org/10.1080/08886504.2001.10782325

Rasmitadila, R., Aliyyah, R. R., Rachmadtulla, R., Samdunin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388

Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. https://doi.org/10.1016/j.tate.2012.09.002

Ritzhaupt, A. D., Huggins-Manley, A. C., Ruggles, K., & Wilson, M. (2016). Validation of the survey of pre-service teachers' knowledge of teaching and technology: A multi-institutional sample. Journal of Digital Learning in Teacher Education, 32(1), 26-37. https://doi.org/10.1080/21532974.2015.1099481

Rockinson-Szapkiw, A., & Wendt, J. (2015). Technologies that assist in online group work: A comparison of synchronous and asynchronous computer mediated communication technologies on students’ learning and community. Journal of Educational Multimedia and Hypermedia, 24(3), 263-279. https://eric.ed.gov/?id=EJ1074510

Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663

Rosyid, A. (2016). Technological pedagogical content knowledge: Sebuah kerangka pengetahuan bagi guru indonesia di era MEA. Paper presented at the Prosiding Seminar Nasional Inovasi Pendidikan,

Scheg, A. G. (2014). Critical examinations of distance education transformation across disciplines IGI Global.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544

Sholihah, M., Yuliati, L., & Wartono, W. (2016). Peranan Tpack terhadap Kemampuan Menyusun Perangkat Pembelajaran Calon Guru Fisika dalam Pembelajaran Post-pack. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1, 144-153. http://journal.um.ac.id/index.php/jptpp/article/view/6115/2572

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://www.wcu.edu/webfiles/pdfs/shulman.pdf

Slough, S. & Connell, M. (2006). Defining technology and its natural corollary, technological content knowledge (TCK). In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, ve R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, 2006 (pp. 1053-1059). Chesapeake, VA: AACE.

Å orgo, A., Bartol, T., DolniÄar, D., & Boh Podgornik, B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal of Educational Technology, 48(3), 749-767. https://doi.org/10.1111/bjet.12451

Sukirman, S. (2023). Exploring the impacts of the Covid-19 pandemic on English language teachers. Vision: Journal for Language and Foreign Language Learning, 12(1), 1-16. https://doi.org/10.21580/vjv12i216998

Sun, J. C. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89. https://doi.org/10.1016/j.compedu.2013.10.010

Tømte, C., Enochsson, A., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. https://doi.org/10.1016/j.compedu.2015.01.005

Tomasik, M.J., Helbling, L.A. and Moser, U. (2021), Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland. Int J Psychol, 56: 566-576. https://doi.org/10.1002/ijop.12728

Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Journal of Educational Technology & Society, 19(3), 110-120. https://eric.ed.gov/?id=EJ1107111

Vargo, D., Zhu, L., Benwell, B. et al. (2021). Digital Technology Use During COVID-19 Pandemic: A Rapid Review. Human Behavior and Emerging Technologies, 3, 13-24. https://doi.org/10.1002/hbe2.242

Velavan, T. P., & Meyer, C. G. (2020). The COVID-19 epidemic. Tropical Medicine & International Health, 25(3), 278. https://pubmed.ncbi.nlm.nih.gov/32052514/

Watson, J. (2008). Blended learning: The convergence of online and face-to-face education promising practices in online learning. North American Council for Online Learning. https://eric.ed.gov/?id=ED509636

Wendt, J. L., & Rockinson-Szapkiw, A. J. (2015). The effect of online collaboration on adolescent sense of community in eighth-grade physical science. Journal of Science Education and Technology, 24(5), 671-683. https://doi.org/10.1007/s10956-015-9556-6

West, A., Swanson, J., & Lipscomb, L. (2017). Ch. 11 scaffolding. Pressbooks.Pub.Pressbooks. https://granite.pressbooks.pub/teachingdiverselearners/chapter/scaffolding-2/

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal Risk Financial Managemanet. 13(3), 55. https://doi.org/10.3390/jrfm13030055

Zhao, Y. (2003). What teachers should know about technology: Perspectives and practices. Greenwich, CT: Information Age Publishing.

Downloads

Published

2023-10-08

Issue

Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)

Section

Articles

Citation Check

License

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)