COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

Autor/inn/en	Bozgun, Kayhan; Ozaskin-Arslan, Ayse Gul; Ulucinar-Sagir, Safak
Titel	COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 3, S.417-428 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bozgun, Kayhan) ORCID (Ozaskin-Arslan, Ayse Gul) ORCID (Ulucinar-Sagir, Safak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00663-4
Schlagwörter	COVID-19; Pandemics; Distance Education; 21st Century Skills; Preservice Teachers; Elementary School Teachers; Student Attitudes; Opinions; Information Literacy; Media Literacy; Technological Literacy; Instructional Effectiveness; Communication Skills + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrmeinung; Informationskompetenz; Media skills; Medie competence; Medienkompetenz; Technisches Wissen; Unterrichtserfolg; Kommunikationsstil
Abstract	In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy; also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01