At the beginning of the coronavirus pandemic (COVID-19) and with the closure of schools, the question of how to continue schooling became a major challenge in education systems (Kong, 2020). Emergency Remote Teaching and Learning (ERTL) has since become the only solution to continue the learning process. Moving instruction to ERTL is based on the assumption that virtual learning can be effective in K-12 settings during times of disaster. The purpose of this study was to explore Saudi teachers' experiences in leading ERTL in K-12 settings and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In doing so, teachers and students may develop important digital competencies and be better prepared for the next emergency. The implications of our findings and limitations are also discussed. / Doctor of Philosophy / Due to the urgent need for those in the education profession to change teaching modes, Emergency Remote Teaching and Learning (ERTL) which is defined as "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated." (Hodges et al., 2020). ERTL came to serve all levels of learners in response to the crisis of COVID-19. The use of ERTL was unplanned, but helped to assure continuity of learning. This rapid shift forced faculty to take courses that were designed for in-classroom teaching, and transition them to an online learning format, causing challenges to teachers and students. The purpose of this study was to explore Saudi teachers' experiences in leading Emergency Remote Teaching and Learning (ERTL) in K-12 settings, and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In this way, teachers and students may develop important digital competencies, and be better prepared for the next emergency. The implications of our findings and limitations were also discussed.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/109742 |
| Date | 25 April 2022 |
| Creators | Alfaleh, Maha Amin |
| Contributors | Education, Vocational-Technical, Potter, Kenneth R., Bond, Mark Aaron, Lockee, Barbara B., Ervine, Michelle D. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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