From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic.

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.

Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study?s purpose was to understand the pedagogical, technological, and organizational challenges and benefits of computing-enhanced digital learning environments, and to explore teachers' pedagogical strategies. This study employed a qualitative research paradigm using nation-wide, online samples, which included 133 elementary and secondary school teachers from Hebrew-speaking and Arabic-speaking schools in Israel. Participants were asked to share their perspectives and experiences of ERT through open-ended questions in an online questionnaire. The bottom-up analysis of the data, based on the Grounded Theory approach, yielded 1,822 statements reflecting teachers' perceptions of pedagogical, technological, and organizational challenges (N?=?580) and benefits of ERT (N?=?827). The analysis also revealed a variety of pedagogical distance learning strategies used by teachers (N?=?415). The study raises the need to turn a curse into a blessing by incorporating the experience of remote technology-enhanced learning and online activities into the school agenda on a regular basis. Thus, teachers and students would develop important digital competencies and be prepared for the next emergency event. The implications of our findings for educational theory and practice of educational computing are discussed.