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dc.contributor.authorPerifanou, Maria-
dc.contributor.authorEconomides, Anastasios A.-
dc.contributor.authorTzafilkou, Katerina-
dc.description.abstractDuring 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.en_US
dc.publisherSAGE Publ.en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.sourceE-Learning and Digital Mediaen_US
dc.subjectFRASCATI::Social sciences::Educational sciencesen_US
dc.subjectFRASCATI::Natural sciences::Computer and information sciencesen_US
dc.subjectFRASCATI::Social sciences::Media and communicationsen_US
dc.subject.otherdistance educationen_US
dc.subject.otherdistance teachingen_US
dc.subject.otherdistance learningen_US
dc.subject.otherremote educationen_US
dc.subject.otherremote learningen_US
dc.subject.otherremote teachingen_US
dc.subject.otheronline educationen_US
dc.subject.otheronline teachingen_US
dc.subject.otheronline learningen_US
dc.subject.otherteachers' trainingen_US
dc.subject.otheremergency remote teachingen_US
dc.titleGreek teachers’ difficulties & opportunities in emergency distance teachingen_US
dc.contributor.departmentΤμήμα Οικονομικών Επιστημώνen_US
Appears in Collections:Department of Economics

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