Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/1319
Title: Greek teachers’ difficulties & opportunities in emergency distance teaching
Authors: Perifanou, Maria
Economides, Anastasios A.
Tzafilkou, Katerina
Type: Article
Subjects: FRASCATI::Social sciences::Educational sciences
FRASCATI::Natural sciences::Computer and information sciences
FRASCATI::Social sciences::Media and communications
Keywords: distance education
distance teaching
distance learning
remote education
remote learning
remote teaching
online education
online teaching
online learning
teachers
teachers' training
emergency remote teaching
Issue Date: 2022
Publisher: SAGE Publ.
Source: E-Learning and Digital Media
Volume: 19
Issue: 4
First Page: 361
Last Page: 379
Abstract: During the first months of the COVID-19 pandemic, most schools worldwide were closed and online teaching replaced face-to-face teaching. This study reports the results of a survey among 845 teachers of primary and secondary education in Greece who taught their students fully remotely during the pandemic lockdown. These Greek teachers expressed the difficulties that they faced as well as the opportunities that they gained during this emergency distance teaching (EDT). Through qualitative content analysis this study found that everyone (students, teachers, and state) involved in EDT faced various difficulties due to digital infrastructure’s inadequacy, limited support by the state, limited digital educational material, as well as low digital literacy of students, parents, and even some teachers. On the other hand, there were many opportunities for teachers to experiment and apply their prior training knowledge on distance education to EDT. More concretely, teachers managed not only to improve their teaching and digital skills, to enrich and organise their educational material with more interesting online educational resources, but also to collaborate with colleagues, and to maintain effective communication with students. Similarly, students had opportunities to improve their digital and soft skills and receive personalized teaching. However, some teachers believed that their workload and their available free time increased while other teachers believed the opposite. Also, some teachers believed that students’ participation and engagement increased while other teachers believed the opposite. Finally, the study suggests actions to be taken to support the teachers in EDT such as improvements in digital infrastructure, digital educational material, teachers’ training, as well as support and clear guidelines by the educational authorities.
URI: https://doi.org/10.1177/20427530221092854
https://ruomo.lib.uom.gr/handle/7000/1319
ISSN: 2042-7530
2042-7530
Other Identifiers: 10.1177/20427530221092854
Appears in Collections:Department of Economics

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