Document Type : Original Article

Author

Ph.D. Student , Knowledge and Information Sciences Department, Tarbiat Modares University, Tehran, Iran

Abstract

Purpose: School closures in Iran during the COVID-19 pandemic have caused a movement wave to hold classes online. Although, there had been some online classes for some courses, online teaching, and learning for students and school teachers have been an unprecedented experience; consequently, most teachers and students have a limited experience with it. This paper examines the Perception of Iranian Teachers on Distance Teaching during the COVID-19 pandemic
Methodology: The research method was a descriptive survey. Data was collected through an online questionnaire with 5 questions, involving 214 participants from schools in Iran.
Findings: The findings show it has been the first experience with online classes for most teachers and Creating content for online classes and low levels of teacher's pedagogical digital competence are of the most significant challenges for teachers.
Conclusion: Along with these alternations, it has been felt the need for instructional strategies, technological readiness to implement online learning, and teacher training courses with regard to modern technologies, as well as changes in national curricula must be made to increase flexibility and technological readiness.

Keywords

Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.procs.2010. 12.129
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report: A review of studies of ICT on schools in Europe: European Communities: Education and Culture.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environment: A review of the literature Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ ejmste/75275
Bozkurt, A. (2019). From Distance Education to Open and Distance Learning. (January), 252–273. https://doi.org/10.4018/978-1-5225-8431-5.ch016
Cathy, L. & Farah, L. (2020). Entertainment and Information Industries, World Economic Forum. Available at: (accessed 05 09, 2020)
Demirtas, Z. (2010). The Effects of School Culture on Student Achievement. Egitim ve Bilim, 35(158), 3.
Dhir, S. K.; Verma, D.; Batta, M.; Mishra, D. (2017). E-Learning in Medical Education in India. Indian Pediatrics. Volume 54__October 15, 2017.
Dixon, B. M., & Kirmes, J. L. (2020). Remote Learning Recommendations During Covid-19 Emergency, 62. Retrieved from: https://www.isbe.net/Pages/covid19.aspx (Accessed on 02 May, 2020).
Ertmer, P. A. (1999). Addressing first and second order barriers to change: Strategies for technology integration. ETR&D, 7(4), 47-61.
Frid, S. (2002). Engaging primary students in working mathematically within a virtual enrichment program. Mathematics Education Research Journal, 14(1), 60-79. https://doi.org/10.1007/BF03217116
Hadijah, S., & Shalawati, S. (2017). Investigating Teacher ‘Barrier to ICT (Information Communication Technology) Integration in Teaching English at Senior High School in Pekanbaru. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 302-310.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendation for future research Educational Technology Research and Development, 55, 223-252.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University UNESCO, 1–54. Retrieved from: https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/
Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6-21. https://doi.org/10.24059/olj.v24i2.2285
Juliane, C., Arman, A. A., Sastramihardja, H. S., & Supriana, I. (2017). Digital Teaching Learning for Digital Native; Tantangan dan Peluang. Jurnal Ilmiah Rekayasa dan Manajemen Sistem Informasi, 3(2), 29-35.
Lapada, A. A. (2017). Audio-visual aided instruction in science among high school students in the Philippines. International Journal of Education and Research, 5(7), 139–156.
Lapada, Aris. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning, Teaching and Educational Research. 19. 10.26803/ijlter.19.6.8.
Lemay, D. J., & Doleck, T. (2020). Online Learning Communities in the COVID-19 Pandemic: Social Learning Network Analysis of Twitter during the Shutdown. International Journal of Learning Analytics and Artificial Intelligence for Education (IJAI), 2(1), 85. https://doi.org/10.3991/ijai.v2i1.15427
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84. https://doi.org/10.1080/ 13603120701576241
Mailizar, Mailizar & Almanthari, Abdulsalam & Maulina, Suci & Bruce, Sandra. (2020). secondary-school-mathematics-teachers-views-on-e-learning-implementation-barriers-during-the-covid-19-pandemic-the-case-of-indonesia. Eurasia Journal of Mathematics, Science and Technology Education. 16. em1860. 10.29333/ejmste/8240.
 Miguel, F. F., & Abulon, E. L. R. (2016). Teacher-Parent Collaborative Efforts in Facilitating Students’ Homework. The Normal Lights- Journal on Teachers Education Special Issue 2016, 18–32.
Quadri, N. N., Muhammed, A., Sanober, S., Qureshi, M. R. N., & Shah, A. (2017). Barriers effecting successful implementation of e-learning in Saudi Arabian universities. International Journal of Emerging Technologies in Learning (iJET), 12(06), 94-107. https://doi.org/10.3991/ijet.v12i06.7003
Rasmitadila, Rasmitadila & Rusmiati Aliyyah, Rusi & Rachmadtullah, Reza & Samsudin, Achmad & Syaodih, Ernawulan & Nurtanto, Muhammad & Tambunan, Anna. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies. 7. 90. 10.29333/ejecs/388.
Rhini, F. (2018). Teaching Practice in Distance Education Context. SHS Web of Conferences, 42, 1-7. https://doi.org/10.1051/shsconf/20184200099
Scrimshaw, R. (2004). How can innovative ICT practice be sustained and extended?. Paper presented at the Becta Research Conference.
Scrimshaw, R. (2004). How can innovative ICT practice be sustained and extended?. Paper presented at the Becta Research Conference.
Tang, D. K. H., & Intai, R. (2017). Effectiveness of audio-visual aids in teaching lower secondary science in a rural secondary school. Asia Pacific Journal of Educators and Education, 32, 91–106. https://doi.org/10.21315/apjee2017.32.7  
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., … Booy, R. (2020). School closure and management practices during coronavirus outbreaks, including COVID-19: a rapid systematic review. The Lancet Child and Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
World Bank (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. Available at: https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic (Accessed on 02 May, 2020).
Ziaul Hoq,Mohammad(2020). “E-Learning during the Period of Pandemic (COVID-19) in the Kingdom of Saudi Arabia: An Empirical Study.” American Journal of Educational Research, vol. 8, no. 7 (2020): 457-464. doi: 10.12691/education-8-7-2