Experiences in Remote Learning: Perceptions of West Virginia Educators during the COVID-19 Pandemic

ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

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Public School Teachers; COVID-19; Pandemics; Emergency Programs; School Closing; Distance Education; Electronic Learning; Teacher Attitudes; Teaching Experience; Barriers; Stress Variables; Educational Change; Adjustment (to Environment); Interaction; Teacher Student Relationship; Self Esteem; Student Motivation; Attendance; Student Behavior; Intention; Teacher Persistence; Mental Health; Well Being; Physical Health

979-82-09-99919-5

In March 2020, the threat of illness caused by COVID-19 prompted West Virginia Governor Jim Justice to abruptly close public schools statewide. Instruction was delivered remotely for the remainder of the 2019-2020 school year and sporadically across the state during the 2020-2021 school year with educators holding class meetings and delivering instruction where technology and a reliable internet connection were available. Gaining understanding as it relates to teacher's remote learning experience may provide insight into how administrators can prepare for future interruptions in in-person instruction. Identifying specific areas teachers felt were challenging or stressful may provide a point in which to focus attention when creating an action plan. The purpose of this descriptive, nonexperimental study was to examine the perception of West Virginia's public educators as they relate to their remote learning experience. Using a web-based survey, data reflected student interaction decreased and instructional methods changed dramatically throughout the remote learning period. Data also found teachers relied on specific software to deliver instruction and gained technological competence as a result of their experience. Educators felt confident in their ability to teach remotely but lacked confidence reaching unmotivated students or encouraging students to attend class. Data reflects educators' intention to remain in public education despite the stress of the remote learning period. Specific stressors of the remote learning experience include concern for students' and teacher's mental health and student physical well-being. Numerous statistically significant differences were found among four demographic variables, sex, experience level, instructional level taught, and prior technology training. Lastly, major professional challenges are identified including fear of the unknown and internet and technology concerns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED642721