Remote Learning During COVID-19 in Hisar School


Lara Nahcivan
Erkan Çermik
Résumé

In response to the COVID-19 pandemic, schools around the world have had to implement remote learning practices. The purpose of this study was to examine the attitudes of students towards the remote learning practices adapted by Hisar School during the COVID-19 pandemic. Three questionnaires with questions that asked students to reflect on their motivation levels, ability to complete assignments on time, contact their teachers, access school resources and other learning activities were sent to the entire high-school population of Hisar School. Our findings demonstrate that Hisar high school students had positive attitudes regarding the remote learning practices of their school, although 12th grade students had the lowest motivation scores and consequently lower positive attitudes. Additionally, students had difficulty accessing the school library’s online resources. Lastly, students preferred to complete assignments at their own pace rather than in predetermined self-study hours.

 

 

Article Details
  • Rubrique
  • Greece
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Références
European Centre for Disease Prevention and Control, 2020. COVID-19 situation update worldwide, as of 20 September 2020. Available at: https://www.ecdc.europa.eu/en/geographical-distribution-2019-ncov-cases [Accessed September 21, 2020].
Geneva College, 2020. Online vs Remote Learning. Geneva College Blog. Available at: https://www.geneva.edu/blog/higher-education/online-education-vs-remote-learning [Accessed September 10, 2020].
Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A., 2020. The difference between emergency remote teaching and online learning. Educause Review, 27.
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