A Switch from Flipped Classrooms to Emergency Remote Online Teaching (EROT): Misconceptions, Instructors and Preservice Teachers Perceptions

Autor/in	Ironsi, Chinaza Solomon
Titel	A Switch from Flipped Classrooms to Emergency Remote Online Teaching (EROT): Misconceptions, Instructors and Preservice Teachers Perceptions
Quelle	In: International Journal of Information and Learning Technology, 39 (2022) 1, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ironsi, Chinaza Solomon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-10-2020-0195
Schlagwörter	Flipped Classroom; Distance Education; Electronic Learning; Emergency Programs; Educational Change; Misconceptions; Preservice Teachers; Teacher Attitudes; Student Attitudes; COVID-19; Pandemics; Foreign Countries; College Faculty; Technology Uses in Education; Student Motivation; Cyprus + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; Bildungsreform; Missverständnis; Lehrerverhalten; Schülerverhalten; Ausland; Fakultät; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulische Motivation; Zypern
Abstract	Purpose: This study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching. Design/methodology/approach: The study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study. Findings: The present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans. Originality/value: Emergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01