Student Experiences on Emergency Synchronous Online Teaching in Higher Education

Authors

  • Yasemin ACAR ÇİFTÇİ

DOI:

https://doi.org/10.14689/enad.30.4

Keywords:

Cheating, community of inquiry, pedagogical content knowledge, lack of classroom interaction, self-regulated learning

Abstract

This research aims to reveal university students’ experiences, expectations, and suggestions regarding synchronous online teaching. For this purpose, the study was conducted in a qualitative research case study design. The study group of the research consists of 24 university students. The research data were collected using a semi-structured interview form and document review technique. The data obtained through the semi-structured interview form were analysed using the descriptive analysis technique through the MAXQDA qualitative data analysis program. Research findings show that students have problems accessing devices and the internet. Students and instructors are not competent in using technology and do not have pedagogical content knowledge. The findings reveal that students do not open their webcams and are unwilling to attend and participate in classes because the strategies used in the learning-teaching process are not suitable for classroom interaction. Additionally, students could easily cheat in online exams and had some problems about self-regulation skills. In line with these findings, it has been proposed self-regulated learning framework, formative and authentic assessments and the “community of inquiry” framework.

Published

2022-03-29

How to Cite

ACAR ÇİFTÇİ, Y. (2022). Student Experiences on Emergency Synchronous Online Teaching in Higher Education. Journal of Qualitative Research in Education, (30). https://doi.org/10.14689/enad.30.4