logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
covid 19 pandemic future of education higher education online teaching university instructors

How Covid-19 Reshaped the Views of the University Instructors on Technology Integration

Emsal Ates Ozdemir , Sercan Saglam , Sarp Erkir

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors&rs.

T

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

Keywords: Covid-19 pandemic, future of education, higher education, online teaching, university instructors.

cloud_download PDF
Cite
Article Metrics
Views
209
Download
209
Citations
Crossref
0

Scopus
0

References

Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in Psychology, 12, Article 736522. https://doi.org/10.3389/fpsyg.2021.736522

Alfaleh, M. A. (2022). Exploring the Professional Experiences of Saudi K-12 Teachers During the COVID-19 Pandemic [Doctoral dissertation, Virginia Polytechnic Institute and State University]. Virginia Tech. https://shorturl.at/invJ6

Ali, S. S., & Mohammadzadeh, B. (2022). Iraqi Kurdish EFL teachers' beliefs about technological pedagogical and content knowledge: The role of teacher experience and education. Frontiers in Psychology13, Article 969195. https://doi.org/10.3389/fpsyg.2022.969195

Ateş Özdemir, E.  (2013). Improving English language teachers’ ICT skills & developing positive attitudes towards the use of technology in language teaching through an online course [Doctoral dissertation, Cukurova University]. Ulusal Tez Merkezi [National Thesis Center]. https://bit.ly/3OPTbPY

Bagozzi, R. P., Davis, F. D., & Warshaw, P. (1992). Development and test of a theory of technological learning and usage, Human Relations, 45(7), 659-686. https://doi.org/10.1177/001872679204500702

Bali, S., & Liu, M. C. (2018). Students` perceptions toward online learning and face-to-face courses. Journal of Physics: Conference Series, 1108, Article 012094. https://doi.org/10.1088/1742-6596/1108/1/012094

Bates, A. W. (2020). Advice to those about to teach online because of the corona-virus. Online Learning and Distance Education Resources. https://shorturl.at/gAGNT

Beishuizen, J. (2008). Does a community of learners foster self-regulated learning? Technology, Pedagogy and Education, 17(3), 183-193. https://doi.org/10.1080/14759390802383769

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903

Celik, B., Darici, N., Yildiz, Y., & Yucedal, H. M. (2022). Psychological effects of online education during Covid 19 process on students: Tishk International University case. Canadian Journal of Educational and Social Studies, 2(2), 55–69. https://doi.org/10.53103/cjess.v2i2.31

Creswell, J. W., Hanson, W. E., Clark, V. L. P., & Morales, A. (2007). Qualitative research designs: selection and implementation, The Counselling Psychologist, 35(2), 263-264. https://doi.org/10.1177/0011000006287390

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects49, 91-96. https://doi.org/10.1007/s11125-020-09464-3

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25–39. https://doi.org/10.1007/BF02504683

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551

Ghanbari, N., & Nowroozi, S. (2022). Iranian EFL teachers' challenges and coping strategies during COVID-19 pandemic: A case study. The Qualitative Report, 27(3), 605-625. https://doi.org/10.46743/2160-3715/2022.5066

Hanafi, H. F., Said, C. S., Wahab, M. H., & Samsuddin, K. (2017, August). Improving students’ motivation in learning ICT course with the use of a mobile augmented reality learning environment. IOP Conference Series: Materials Science and Engineering, 226, Article 012114. https://doi.org/10.1088/1757-899X/226/1/012114

Hass, A., & Joseph, M. (2018). Investigating different options in course delivery – traditional vs online: is there another option? The International Journal of Information and Learning Technology, 35(4), 230-239. https://doi.org/10.1108/IJILT-09-2017-0096

Hickling, S., Bhatti, A., Arena, G., Kite, J., Denny, J., Spencer, N., & Bowles, D. C. (2021). Adapting to teaching during a pandemic: Pedagogical adjustments for the next semester of teaching during COVID-19 and future online learning, Pedagogy in Health Promotion, 7(2), 95–102. https://doi.org/10.1177/2373379920987264

Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning, Educause. https://shorturl.at/mzGTU

Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement. Profile Issues in Teachers Professional Development, 23(2), 121-135. https://doi.org/10.15446/profile.v23n2.90195

Jupp, V. (2006). The Sage dictionary of social research methods. Sage Publications. https://doi.org/10.4135/9780857020116

Kang, Y., & Cheng, X. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL Teacher’s classroom practices and cognition development. Language Teaching Research, 18(2), 169–186. https://doi.org/10.1177/1362168813505939

Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? undergraduates’ opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, Article 1278. https://doi.org/10.3389/fpsyg.2014.01278

Khong, H., Celik, I., Le, T. T. T., Lai, V. T. T., Nguyen, A., & Bui, H. (2023). Examining teachers' behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey. Education and Information Technologies, 28, 5999–6026. https://doi.org/10.1007/s10639-022-11417-6

Lam, B.-H., & Kember, D. (2006). The relationship between conceptions of teaching and approaches to teaching. Teachers and Teaching, 12(6), 693-713. https://doi.org/10.1080/13540600601029744

Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. http://dx.doi.org/10.3102/0034654307309921

Lee, J., & Jung, I. (2021). Instructional changes instigated by university faculty during the COVID-19 pandemic: The effect of individual, course and institutional factors. International Journal of Educational Technology in Higher Education, 18, Article 52. https://doi.org/10.1186/s41239-021-00286-7

Li, Y., & Huang, J. (2017). Understanding factors that influence technology integration in English language teaching: A structural equation modelling approach. Educational Technology & Society, 20(2), 226-237.

Marikyan, D., & Papagiannidis, S. (2022). Technology acceptance model: A review. In S. Papagiannidis (Ed.), TheoryHub book. TheoryHub. https://open.ncl.ac.uk./theoryhub-book/

Merisi, P., & Pillay, A. (2020). Emergency remote teaching in higher education: How academics identify the educational possibilities. In N. Ndimande-Hlongwa, L. Ramrathan, N. Mkhize, J. A. Smit (Eds.), Technology-based teaching and learning in higher education during the time of COVID-19 (pp. 74-91). CSSALL Publishers (Pty) Ltd. https://doi.org/10.29086/978-0-9869936-1-9/2020/AASBS02  

Mohamad, M., Wahab, S. M. A., & Kummin, S. (2023). Challenges and strategies taken by English language educators in tertiary institutions during emergency remote teaching and learning (ERTL). Arab World English Journal, 14(1), 28-42. https://doi.org/10.24093/awej/vol14no1.2

Mohamedbhai, G. (2020). COVID-19 what consequences for higher education in Africa? International Higher Education, (102), 30-32. https://bit.ly/3KSuWQd

Mohammadi, M., & Moradi, K. (2017). Exploring change in EFL teachers’ perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22–42. https://doi.org/10.1515/jtes-2017-0002

Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51(4), 1523–1537. https://doi.org/10.1016/j.compedu.2008.02.003

Oumar, B. S., Aziz, S. A., & Wok, S. (2021). The impact of emergency remote teaching and learning (ERTL) during COVID-19 pandemic on students. Journal of Communication Education, 1(1), 23-38.

Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research23, 269-290. https://doi.org/10.1007/s10984-019-09303-z

Razkane, H., Sayeh, A. Y., & Yeou, M. (2022). University teachers’ attitudes towards distance learning during COVID-19 pandemic: Hurdles, challenges, and take-away lessons. European Journal of Interactive Multimedia and Education, 3(1), Article e02201. https://doi.org/10.30935/ejimed/11436

Schlichter, A. (2020). The impact of Covid-19 on education: Insights from education at a glance. OECD Publishing. https://bit.ly/3yBKBNf

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post- pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, Article 100016, https://doi.org/10.1016/j.ijedro.2020.100016

Soon, K. H., Sook, K., Jung, C. W., & Im, K. M. (2000). The effects of Internet-based distance learning in nursing. Computer in Nursing, 18(1), 19-25.

Stevens, G. J., Bienz, T., Wali, N., Condie, J., & Schismenos, S. (2021). Online university education is the new normal: but is face-to-face better? Interactive Technology and Smart Education, 18(3), 278-297. https://doi.org/10.1108/ITSE-08-2020-0181

Su, Y. (2023). Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), Article e16361. https://doi.org/10.1016/j.heliyon.2023.e16361

Subramaniam, K. (2007). Teachers’ mindsets and the integration of computer technology. British Journal of Educational Technology, 38(6), 1056–1071. https://doi.org/10.1111/j.1467-8535.2006.00693.x   

Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110. https://doi.org/10.1016/j.tate.2018.12.012

Taylor, P. C., & Settlemaier, E. (2003). Critical Autobiographical research for science educators. Journal of Science Education Japan, 27(4), 233-244. https://doi.org/10.14935/jssej.27.233

Thomas, A., Shenoy, M. T., Shenoy, K. T., Suresh Kumar, S., Sidheeque, A., Khovidh, C., Parameshwaran Pillai, J., Pillai, P. M., CH, S. S., Mathew, A., Zakkir, T., Dileep, S., Mekha, V., Raju, S., Junaid K, M., & P, S. (2022). Teachers' view on online classes during COVID-19 lockdown – a cross-sectional Study. International Journal of Medical Students, 10(1), 32–37. https://doi.org/10.5195/ijms.2021.793

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, Article 45. https://doi.org/10.1186/1471-2288-8-45

Toquero, C. M. D. (2020). Emergency remote teaching amid COVID-19: the turning point, Asian Journal of Distance Education, 15(1), 185-188. https://doi.org/10.5281/zenodo.3881748

United Nations International Children’s Emergency Fund. (2020, April 20). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. https://shorturl.at/krS17

University at Buffalo Office of Curriculum, Assessment and Teaching Transformation. (n.d.). Delivery modes and teaching approaches. https://shorturl.at/bgnR7

Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018). Students' motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33-40. https://doi.org/10.1016/j.iheduc.2017.09.002

Wakui, N., Abe, S., Shirozu, S., Yamamoto, Y., Yamamura, M., Abe, Y., Murata, S., Ozawa, M., Igarashi, T., Yanagiya, T., Machida, Y., & Kikuchi, M. (2021). Causes of anxiety among teachers giving face-to- face lessons after the reopening of schools during the COVID-19 pandemic: A cross-sectional study. BMC Public Health, 21, Article 1050. https://doi.org/10.1186/s12889-021-11130-y

Wang, A. Y. (2022). Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning. Education and Information Technologies, 27, 9935–9952. https://doi.org/10.1007/s10639-022-11033-4

Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies40(2), 235-246. https://doi.org/10.1080/03323315.2021.1916559

World Health Organization. (2020). Naming the coronavirus disease (COVID-19) and the virus that causes it. https://bit.ly/3se8ryr

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.

You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018

...