Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/1319
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPerifanou, Maria-
dc.contributor.authorEconomides, Anastasios A.-
dc.contributor.authorTzafilkou, Katerina-
dc.date.accessioned2022-09-25T05:25:37Z-
dc.date.available2022-09-25T05:25:37Z-
dc.date.issued2022-
dc.identifier10.1177/20427530221092854en_US
dc.identifier.issn2042-7530en_US
dc.identifier.issn2042-7530en_US
dc.identifier.urihttps://doi.org/10.1177/20427530221092854en_US
dc.identifier.urihttps://ruomo.lib.uom.gr/handle/7000/1319-
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.language.isoenen_US
dc.publisherSAGE Publ.en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
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.otherteachersen_US
dc.subject.otherteachers' trainingen_US
dc.subject.otheremergency remote teachingen_US
dc.titleGreek teachers’ difficulties & opportunities in emergency distance teachingen_US
dc.typeArticleen_US
dc.contributor.departmentΤμήμα Οικονομικών Επιστημώνen_US
local.identifier.volume19en_US
local.identifier.issue4en_US
local.identifier.firstpage361en_US
local.identifier.lastpage379en_US
Appears in Collections:Department of Economics

Files in This Item:
File Description SizeFormat 
RUOMO_2022_e-LDM_Teachers’ difficulties & opportunities in emergency distance teaching.pdf375,85 kBAdobe PDFThumbnail
View/Open


This item is licensed under a Creative Commons License Creative Commons