Open AccessStudent Experiences on Emergency Synchronous Online Teaching in Higher Education
Author(s) -
Yasemin Acar Ciftci
Publication year - 2022
Publication title -
eğitimde nitel araştırmalar dergisi
Language(s) - English
Resource type - Journals
ISSN - 2148-2624
DOI - 10.14689/enad.30.4
Subject(s) - formative assessment , the internet , qualitative research , mathematics education , psychology , process (computing) , content analysis , computer science , medical education , pedagogy , world wide web , medicine , sociology , social science , operating system
This research aims to reveal university students’ experiences, expectations, and suggestions regarding synchronous online teaching. For this purpose, the study was conducted in a qualitative research case study design. The study group of the research consists of 24 university students. The research data were collected using a semi-structured interview form and document review technique. The data obtained through the semi-structured interview form were analysed using the descriptive analysis technique through the MAXQDA qualitative data analysis program. Research findings show that students have problems accessing devices and the internet. Students and instructors are not competent in using technology and do not have pedagogical content knowledge. The findings reveal that students do not open their webcams and are unwilling to attend and participate in classes because the strategies used in the learning-teaching process are not suitable for classroom interaction. Additionally, students could easily cheat in online exams and had some problems about self-regulation skills. In line with these findings, it has been proposed self-regulated learning framework, formative and authentic assessments and the “community of inquiry” framework.