RESUMEN
The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers’ views as they were. The data were collected using the “Emotional Presence in Online Learning Scale” (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree. © 2022, Turkish Online Journal of Distance Education. All Rights Reserved.
RESUMEN
In this article, it is aimed to examine the opinions of pre-service teachers at a state university who started distance education during the Covid-19 pandemic on distance education practices. The study group of the research carried out in the descriptive screening model, in the spring semester of the 2019-2020 academic year of Ordu University, in Class 1-4. It consists of a total of 132 pre-service teachers who receive distance education in their classrooms. In the research, “The Student Views on Distance Education” scale was used as a data collection tool. During the data collection process, scale items were applied to pre-service teachers on a web-based basis. The data obtained were analyzed using descriptive statistics (frequency, arithmetic mean, standard deviation), independent samples t-test and one-way analysis of variance. LSD test was applied to determine between which groups the difference was statistically significant. As a result of the research, prospective teachers stated that distance education practices were not effective but were instructive. In general, they found distance education applications to be moderately successful. Also, when the general scores of the scale were examined according to the variables of gender and departments of education, there was no significant difference between the opinions of the teacher candidates;It is concluded that there is a significant difference according to the grade level variable. © 2020. All Rights Reserved.