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Journals / Journal of Educational Technology and Online Learning / 2026 / Volume: 6 Issue: 2

Academic engagement experiences of pre-service teachers during the Covid-19 online education process

Büşra Zeynep Arslan(ORTA DOĞU TEKNİK ÜNİVERSİTESİ)0000-0001-8457-9520
Erva Bulut(ORTA DOĞU TEKNİK ÜNİVERSİTESİ)0000-0003-1172-6854
Burcu Özcan(ORTA DOĞU TEKNİK ÜNİVERSİTESİ)0000-0002-3949-3645
Fadime Ural(ORTA DOĞU TEKNİK ÜNİVERSİTESİ)0000-0001-5440-2740
Funda Barutçu Yıldırım(ORTA DOĞU TEKNİK ÜNİVERSİTESİ)0000-0003-3630-1019
Pages
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Publication Date
2023-05-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Lastly, the suggestions include using varying methods during lessons, arranging course hours appropriately, having a common course policy among instructors, and increasing student involvement in the whole process.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to explore the academic engagement experiences of pre-service teachers (PSTs) during the COVID-19 online education process.
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Key Findings & Data:For this purpose, a phenomenological study was carried out with a sample of 10 PSTs studying at the Department of Foreign Language Education (FLE) at a state university in Türkiye, selected through purposeful sampling.
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Conclusion & Impact:Lastly, the suggestions include using varying methods during lessons, arranging course hours appropriately, having a common course policy among instructors, and increasing student involvement in the whole process.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:academic engagement · COVID-19 online education · pre-service teachers

Abstract

This study aims to explore the academic engagement experiences of pre-service teachers (PSTs) during the COVID-19 online education process. For this purpose, a phenomenological study was carried out with a sample of 10 PSTs studying at the Department of Foreign Language Education (FLE) at a state university in Türkiye, selected through purposeful sampling. Data were collected through semi-structured interviews. Content analysis was utilized to analyze and interpret the data. The outstanding results include that there were both facilitating experiences and drawbacks of the process during online education. The facilitating experiences are related to effective learning, time efficiency, and flexibility opportunities of the process while drawbacks of the process are centered around concentration problems, stressfulness, the inexperience of instructors, lack of interaction, motivation, and socialization. Besides, the factors that increased academic engagement include keeping cameras on/off during lessons, facilitative instructors, autonomous learning, and technological facilities. On the other hand, the factors that decreased academic engagement involve keeping cameras on/off, having technological obstacles, instructors’ attitudes and teaching styles, distracting home environment, and the lack of interaction and interest. Lastly, the suggestions include using varying methods during lessons, arranging course hours appropriately, having a common course policy among instructors, and increasing student involvement in the whole process.

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Cite This Article

Arslan, B. Z., Bulut, E., Özcan, B., Ural, F., Yıldırım, F. B. (2023). Academic engagement experiences of pre-service teachers during the Covid-19 online education process. Journal of Educational Technology and Online Learning, Volume: 6 Issue: 2. https://doi.org/10.31681/jetol.1261006

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