Hamdi Serin1 & Recep Bilgin2
1Tishk International University, Erbil
2Tishk International University, Erbil
Abstract: Online education in the Covid-19 process and its application in mathematics lessons have caused a decrease in teaching quality. There are other determining factors of teaching quality; however, in this process, online education has been an important factor in the decrease in teaching quality. In order to determine how valid it is, the students we studied on, were given a questionnaire in accordance with the Likert scale and the results were evaluated. According to the results we obtained, most of the students stated that the teaching quality decreased in the online education process.
Keywords: Online Mathematics Education, Teaching Quality, Covid-19
Published: May 12, 2022
Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289.
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525.
Celik, B., Yildiz, Y., Bilgin, R. (2022a). The views of instructors in foreign language teaching with distance education model during the covid 19 pandemic process: A study at Tishk International University in Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 9(1), 148-176.
Celik, B., Darici, N., Yildiz, Y., & Yucedal, H. M. (2022b). Psychological effects of online education during covid 19 process on students: Tishk International University case. Canadian Journal of Educational and Social Studies, 2(2), 55–69.
Devi, L., & Madhumathi, P. (2021). Teacher Interaction in technology- supported learning environment (TSLE): A social constructivist perspective. Canadian Journal of Educational and Social Studies, 1(1), 1–13. https://doi.org/10.53103/cjess.v1i1.1
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Ergönenç, J., Neumann, K., & Fischer, H. E. (2014). The impact of pedagogical content knowledge on cognitive activation and student learning. Quality of Instruction in Physics, 145-160.
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9.
Gunawardena, C. N., & McIsaac, M. S. (2013). Distance education. In Handbook of research on educational communications and technology (pp. 361-401). Routledge.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technological pedagogical content knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774.
Jaekel, A. K., Scheiter, K., & Göllner, R. (2021). Distance teaching during the covid-19 crisis: Social Connectedness matters most for teaching quality and students’ learning. Aera Open, 7, 23328584211052050.
Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge (TPCK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805.
Lam, A. C., Ruzek, E. A., Schenke, K., Conley, A. M., & Karabenick, S. A. (2015). Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102.
Lohman, M. C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18, 141-156.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
Serin, H. (2019). Deciding on the most suitable teaching method in the mathematics classroom. Opción: Revista de Ciencias Humanas y Sociales, (89), 187.
Serin, H. (2022). Impact of pandemic covid-19 on higher education in Iraq. International Journal of Social Sciences & Educational Studies, 9(1), 78-90.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22
Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry, 10(4), 275-299.
Volet, S. (1999). Learning across cultures: Appropriateness of knowledge transfer. International Journal of Educational Research, 31(7), 625-643.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), May 2022, Vol.9, No.2