Emergency Remote Teaching and Elementary School Teachers' Challenges: Thematic Analysis

Subject Areas : Educational Psychology

Farzaneh Michaeli Manee ¹ (Assosiate Professor of Educational Psychology, Department of Psychology, Literature & Human Scince Faculty, Urmia University, Urmia, Iran.)
Sheler Abkhiz ² (Masters graduate of Educational Psychology, Department of Psychology, Literature & Human Science Faculty, Urmia University, Urmia, Iran.)
Soheila Hashemi ³ (Assosiate Professor of Educational Psychology, Department of Psychology, Humanities and Social Sciences Faculty, Mazandaran University, Babolsar, Iran.)

Received: 2023-02-12 Accepted : 2023-06-13 Published : 2023-05-22

Keywords: Elementary School Teachers, virtual education, online learning, Emergency Remote Teaching, Distant education,

Abstract :

The present study was conducted with the aim of investigating the experiences, challenges and attitudes of elementary school teachers towards emergency distance learning or ERT. The research community was primary school teachers of Urmia, from which a sample of 720 people was selected using purposive sampling. Semi-structured questionnaires were used. The collected data were analyzed by thematic analysis method. Teachers' experience of ERT was placed in three categories: feeling unprepared, educational justice, and learning failure. Teachers in the areas of understanding the difficulty of teacher duties, opportunities for knowledge and skill learning, continuity of education, promotion of cooperation between teachers, promotion of parents' participation and students' responsibility, and in the areas of reducing classroom interaction, problems with the SHAD application, lack of necessary resources and ERT facilities, impossibility of valid and correct assessment and increased workload were satisfied and dissatisfied with ERT, respectively. Necessary changes from the teachers' point of view to improve ERT placed in the areas of improving the Internet network and educational platform, facilitating access to facilities and tools, and including technology-related training in the teacher training curriculum and in-service escaped. It seems that this form of education will remain as a complementary method to face-to-face education from now on. Therefore, it is necessary to check the necessary infrastructure to improve it.

References:

خباز، مریم. (1401، 21 آذر). سال تعطیل تحصیلی. روزنامه جام جم. ص. 16.

رحیمی، عبدالله؛ احمدی، هایده و رستمی، ادریس. (1401). رهیافتی پدیدارشناسانه بر تجارب زیسته معلمان ابتدایی از آموزش مجازی دانش‌آموزان در شرایط کرونا .(COVID-19)  تدریس پژوهی، 10(1)، 162-131.

سلیمی، سمانه؛ بهاری، آرمان و مودی، بهنوش. (1400). واکاوی تجارب زیستۀ معلمان دورۀ ابتدایی از نقاط قوت و ضعف شبکه آموزشی شاد در دوران پاندمیک کووید 19. رویکردهای نوین آموزشی، 16(2)، 31-48.

عباسی، فهیمه؛ حجازی، الهه و حکیم زاده، رضوان. (1399). تجربه زیسته معلمان دوره ابتدایی از فرصت‌ها و چالش‌های تدریس در شبکه آموزشی دانش‌آموزان (شاد): یک مطالعه پدیدارشناسی. تدریس پژوهی، 8(3)، 1.

علیزاده، صدیقه و علی زاده، فاطمه. (1399)، مزایا و چالش‌های آموزش مجازی دانش آموزان در دوران کرونا، پنجمین کنفرانس ملی رویکردهای نوین در آموزش و پژوهش.

 غفوری فرد، منصور. (1399). رونق آموزش مجازی در ایران: توان بالقوه‌ای که با ویروس کرونا شکوفا شد. مجله ایرانی آموزش در علوم پزشکی. ۲۰ ، 33-34.

کرامتی، انسی؛ رحیمی، مهدیه و افرا، رقیه. (1400). شناسایی چالش‌ها و راهکارهای ارزشیابی مؤثر از یادگیری دانش‌آموزان دوره ابتدایی در نرم افزار شاد توسط نومعلمان. آموزش و ارزشیابی، 14(56)، 69-102.

محمودخواه، ملیحه. (1401). نظام آموزشی قربانی بزرگ تعطیلات. روزنامه جام جم، ص. 16.

محمودخواه، ملیحه. (1401). نحوه فعالیت مدارس خوی تغییر کرد. تحریریه اقتصاد آنلاین.

یداللهی، سارا؛ توکلی، الهام؛ پورصالحی نویده، مرضیه و آذرتاش، فاطمه. (1400). مشکلات آموزش برخط در دوران کرونا از دیدگاه معلمان و والدین و ارائۀ راهکارها. نوآوری های آموزشی، 20(3)، 117-145.

Abbasi, F., Hejazi, E., & Hakimzade, R. (2020). Lived Experience of Elementary School Teachers about The Opportunities and Challenges of Teaching in the Educational Network of Students (SHAD): A Phenomenological Study. Research in Teaching, 8(3): 24-1. [in Persian].

Adarkwah, M. A. (2020). "I'm not against online teaching, but what about us?": ICT in Ghana post Covid-19. Education and information technologies, 26, 1665–1685.

Alam, A., & Tiwari, P. (2020). Putting the ‘Learning’Back in Remote Learning: Policies to Uphold Effective Continuity of Learning through COVID-19. Office of Global Insight and Policy, Issue Brief. UNICEF. In Education and COVID-19 Pandemic, 1-6.

Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020) Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In: Alario-Hoyos C., Rodríguez-Triana M., Scheffel M., Arnedillo-Sánchez I., Dennerlein S. (Eds.), Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science, vol. 12315. Springer, Cham.

Alfaro, E. C., & Umaña-Taylor, A. J. (2010). Latino adolescents’ academic motivation: The role of siblings. Hispanic Journal of Behavioral Sciences, 32(4): 549–570.

Alizadeh, S., & Alizadeh, F. (2019). The advantages and challenges of virtual education for students in the era of Corona. The fifth national conference on new approaches in education and research. [in Persian]

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universities Indonesia. BMC medical education, 20(1): 1-8.

Basak, S. K., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4): 191–216.

Baker, M. (2013). Industrial Actions in Schools: Strikes and Student Achievement. The Canadian Journal of Economics, 46(3): 1014–1036.

Banerjee, M., & Waxman, H. (2017). Novice Teachers Integration of Technology into Classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 941-945). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2021 from https://www.learntechlib.org/primary/p/177373/.

Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., ... & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada.

Bean, M. V., Aldredge, T., Chow, K., Fowler, L., Guaracha, A., McGinnis, T., & et al. (2019). Effective practices for online tutoring. Sacramento: Academic Senate for California Community Colleges.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77–101.

Bubb, S., & Jones, M-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3): 209-222.

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1): i-vi.

Coutts, C. E., Buheji, M., Ahmed, D., Abdulkareem, T., Buheji, B., Eidan, S., & Perepelkin, N. (2020). ‘Emergency Remote Education in Bahrain, Iraq, and Russia During the COVID-19 Pandemic: A Comparative Case Study’. Human Systems Management, 39(4): 473 – 493.

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., ... & Wissing, G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital science and education, 2(3): 946-967.

De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 112.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1): 5-22.

Elikai, F., & Schuhmann, P. W. (2010). An Examination of the Impact of Grading Policies on Students’ Achievement. Issues in Accounting Education. American Accounting Association, 25(4): 677–693.

Fackler, A. K., & Sexton, C. M. (2020). Science teacher education in the time of covid-19: A document analysis. Electronic Journal for Research in Science & Mathematics Education, 24(3): 5-13.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research, 68, 2449–2472.

Ferri, F., & Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. Multidisciplinary Digital Publishing Institute, 10(4): 86.

Fugard, A. J., & Potts, H. W. (2015). Supporting Thinking on Sample Sizes for Thematic Analyses: A Quantitative Tool. International Journal of Social Research Methodology, 18, 669-684.

Ghafourid, M. (2019). The boom of virtual education in Iran: the potential that blossomed with the corona virus. Iranian Journal of Medical Education, 20, 33-34. [in Persian]

Goyal, S. (2012). E-Learning: Future of Education. Journal of Education and Learning, 6(2): 239-242.

Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10. 

Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences, 10(11): 304.

Goodman, A., Nasim, B., Joshi, H., & Tyler, C. (2015). Socio-emotional skills in childhood and their long-term effects on adult life. A review for the Early Intervention Foundation. Retrieved from http://www.eif.org.uk/wp-content/uploads/2015/03/EIF-Strand-1-Report-FINAL1.pdf

Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students, IZA Discussion Papers, No. 13820, Institute of Labor Economics (IZA), Bonn.

Gostin, L. O., & Friedman, E. A. (2015). A retrospective and prospective analysis of the west African Ebola virus disease epidemic: Robust national health systems at the foundation and an empowered WHO at the apex. The Lancet, 385(9980): 1902–1909.

Hodges, C. Moore, S. Lockee, B. Trust, T., & Bond, A. (2020), The difference between emergency remote teaching and online learning, EDUCAUSE Review, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote- teachingand-online-learning

Huang, R., Tlili, A., Chang, T. W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1): 19.

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … & Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany.

Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and Emotional Disorders in Children during the COVID-19 Epidemic. The Journal of pediatrics, 221, 264–266.e1.

Karamati, E., Rahimi, M., & Afra, R. (2022). Identification of challenges and effective evaluation solutions of primary school students' learning in Shaad software by new teachers. Instruction and Evaluation, 14(56): 69-102. [in Persian]

Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2(3): 690–694.

Kim, L.E, & Asbury, K. (2020). Like a rug had been pulled from under you: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology 90(4): 1062–1083.

König, J., Jäger-Biela, D. J. & Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4): 608-622.

Khabbaz, M. (2022). Sale Taatil Tahsily. Jame Jam Rooznameh. P.16. [in Persian]

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher. Prepublished October 29, 2020.

Mahmoudkhah, M. (2022). The education system is the big victim of holidays. Jam Jam newspaper, p. 16. [in Persian]

Mahmoudkhah, M. (2023). The way schools operate has changed. Economy Online editorial. Online economy site. [in Persian] https://www.eghtesadonline.com

Marshall, D. T, Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3): 46-50.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3): 1–11.

Montebruno, P. (2020). Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696. Centre for Economic Performance. LSE, London, UK.

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3): 492-505.

Mutluer, O., & Bavli, B. (2022). Emergency Remote Teaching (ERT) Practices from the Perspective of Classroom Teachers Teaching in Disadvantaged Suburban Primary School. Journal of Qualitative Research in Education, 29(30): 47-69.

Rahimi, A., Ahmadi, H., & Rostami, E. (2022). A phenomenological approach to the lived experiences of elementary teachers in virtual education Students in Corona (COVID-19). Research in Teaching, 10(1): 162-31. [in Persian]

Salimy, S., Bahari, A., Moody, B. (2022). Analysis of Lived Experiences of Elementary School Teachers about Strengths and Weaknesses of Shad Education Network During the Covid pandemic 19. New Educational Approaches, 16(2): 31-48. [in Persian]

Shafii Sarostani, M., & Safari Sahlabadi, M. (2019). Examining the role of virtual training of teachers after the spread of the Corona virus. The first national conference on applied research in education and training processes, Minab. [in Persian]

Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4): 4-9.

See, B. H., Wardle, L., & Collie, P. (2020) 'Teachers' wellbeing and workload during Covid-19 lockdown. Working Paper. Durham University Evidence Centre for Education and School zone, Durham.

Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4): 587–607.

Stelitano, L., Doan, S., Woo, A., Diliberti, M., Kaufman, J. H., & Henry, D. (2020). The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning. Data Note: Insights from the American Educator Panels. Research Report. RR-A134-3. RAND Corporation.

Saykılı, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1): 2-17.

UNICEF (2020). Education and COVID-19. :https://data.unicef.org/topic/ education/covid-19/ (accessed on 8 january2021)

van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020) Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4): 623-638.

Yadollāhi, S., Tavakoli Torghe, E., Poorsālehi Navide, M., & Āzartāsh, F. (2021). Online teaching problems during COVID 19 pandemic from teachers and parents’ viewpoints and suggesting practical solutions. Educational Innovations. 20(3): 117-45. [in Persian]

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(55): 1-6.

Abbasi, F., Hejazi, E., & Hakimzade, R. (2020). Lived Experience of Elementary School Teachers about The Opportunities and Challenges of Teaching in the Educational Network of Students (SHAD): A Phenomenological Study. Research in Teaching, 8(3): 24-1. [in Persian].

Adarkwah, M. A. (2020). "I'm not against online teaching, but what about us?": ICT in Ghana post Covid-19. Education and information technologies, 26, 1665–1685.

Alam, A., & Tiwari, P. (2020). Putting the ‘Learning’Back in Remote Learning: Policies to Uphold Effective Continuity of Learning through COVID-19. Office of Global Insight and Policy, Issue Brief. UNICEF. In Education and COVID-19 Pandemic, 1-6.

Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020) Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In: Alario-Hoyos C., Rodríguez-Triana M., Scheffel M., Arnedillo-Sánchez I., Dennerlein S. (Eds.), Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science, vol. 12315. Springer, Cham.

Alfaro, E. C., & Umaña-Taylor, A. J. (2010). Latino adolescents’ academic motivation: The role of siblings. Hispanic Journal of Behavioral Sciences, 32(4): 549–570.

Alizadeh, S., & Alizadeh, F. (2019). The advantages and challenges of virtual education for students in the era of Corona. The fifth national conference on new approaches in education and research. [in Persian]

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universities Indonesia. BMC medical education, 20(1): 1-8.

Basak, S. K., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4): 191–216.

Baker, M. (2013). Industrial Actions in Schools: Strikes and Student Achievement. The Canadian Journal of Economics, 46(3): 1014–1036.

Banerjee, M., & Waxman, H. (2017). Novice Teachers Integration of Technology into Classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 941-945). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2021 from https://www.learntechlib.org/primary/p/177373/.

Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., ... & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada.

Bean, M. V., Aldredge, T., Chow, K., Fowler, L., Guaracha, A., McGinnis, T., & et al. (2019). Effective practices for online tutoring. Sacramento: Academic Senate for California Community Colleges.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77–101.

Bubb, S., & Jones, M-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3): 209-222.

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1): i-vi.

Coutts, C. E., Buheji, M., Ahmed, D., Abdulkareem, T., Buheji, B., Eidan, S., & Perepelkin, N. (2020). ‘Emergency Remote Education in Bahrain, Iraq, and Russia During the COVID-19 Pandemic: A Comparative Case Study’. Human Systems Management, 39(4): 473 – 493.

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., ... & Wissing, G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital science and education, 2(3): 946-967.

De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 112.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1): 5-22.

Elikai, F., & Schuhmann, P. W. (2010). An Examination of the Impact of Grading Policies on Students’ Achievement. Issues in Accounting Education. American Accounting Association, 25(4): 677–693.

Fackler, A. K., & Sexton, C. M. (2020). Science teacher education in the time of covid-19: A document analysis. Electronic Journal for Research in Science & Mathematics Education, 24(3): 5-13.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research, 68, 2449–2472.

Ferri, F., & Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. Multidisciplinary Digital Publishing Institute, 10(4): 86.

Fugard, A. J., & Potts, H. W. (2015). Supporting Thinking on Sample Sizes for Thematic Analyses: A Quantitative Tool. International Journal of Social Research Methodology, 18, 669-684.

Ghafourid, M. (2019). The boom of virtual education in Iran: the potential that blossomed with the corona virus. Iranian Journal of Medical Education, 20, 33-34. [in Persian]

Goyal, S. (2012). E-Learning: Future of Education. Journal of Education and Learning, 6(2): 239-242.

Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10. 

Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences, 10(11): 304.

Goodman, A., Nasim, B., Joshi, H., & Tyler, C. (2015). Socio-emotional skills in childhood and their long-term effects on adult life. A review for the Early Intervention Foundation. Retrieved from http://www.eif.org.uk/wp-content/uploads/2015/03/EIF-Strand-1-Report-FINAL1.pdf

Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students, IZA Discussion Papers, No. 13820, Institute of Labor Economics (IZA), Bonn.

Gostin, L. O., & Friedman, E. A. (2015). A retrospective and prospective analysis of the west African Ebola virus disease epidemic: Robust national health systems at the foundation and an empowered WHO at the apex. The Lancet, 385(9980): 1902–1909.

Hodges, C. Moore, S. Lockee, B. Trust, T., & Bond, A. (2020), The difference between emergency remote teaching and online learning, EDUCAUSE Review, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote- teachingand-online-learning

Huang, R., Tlili, A., Chang, T. W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1): 19.

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … & Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany.

Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and Emotional Disorders in Children during the COVID-19 Epidemic. The Journal of pediatrics, 221, 264–266.e1.

Karamati, E., Rahimi, M., & Afra, R. (2022). Identification of challenges and effective evaluation solutions of primary school students' learning in Shaad software by new teachers. Instruction and Evaluation, 14(56): 69-102. [in Persian]

Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2(3): 690–694.

Kim, L.E, & Asbury, K. (2020). Like a rug had been pulled from under you: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology 90(4): 1062–1083.

König, J., Jäger-Biela, D. J. & Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4): 608-622.

Khabbaz, M. (2022). Sale Taatil Tahsily. Jame Jam Rooznameh. P.16. [in Persian]

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher. Prepublished October 29, 2020.

Mahmoudkhah, M. (2022). The education system is the big victim of holidays. Jam Jam newspaper, p. 16. [in Persian]

Mahmoudkhah, M. (2023). The way schools operate has changed. Economy Online editorial. Online economy site. [in Persian] https://www.eghtesadonline.com

Marshall, D. T, Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3): 46-50.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3): 1–11.

Montebruno, P. (2020). Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696. Centre for Economic Performance. LSE, London, UK.

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3): 492-505.

Mutluer, O., & Bavli, B. (2022). Emergency Remote Teaching (ERT) Practices from the Perspective of Classroom Teachers Teaching in Disadvantaged Suburban Primary School. Journal of Qualitative Research in Education, 29(30): 47-69.

Rahimi, A., Ahmadi, H., & Rostami, E. (2022). A phenomenological approach to the lived experiences of elementary teachers in virtual education Students in Corona (COVID-19). Research in Teaching, 10(1): 162-31. [in Persian]

Salimy, S., Bahari, A., Moody, B. (2022). Analysis of Lived Experiences of Elementary School Teachers about Strengths and Weaknesses of Shad Education Network During the Covid pandemic 19. New Educational Approaches, 16(2): 31-48. [in Persian]

Shafii Sarostani, M., & Safari Sahlabadi, M. (2019). Examining the role of virtual training of teachers after the spread of the Corona virus. The first national conference on applied research in education and training processes, Minab. [in Persian]

Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4): 4-9.

See, B. H., Wardle, L., & Collie, P. (2020) 'Teachers' wellbeing and workload during Covid-19 lockdown. Working Paper. Durham University Evidence Centre for Education and School zone, Durham.

Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4): 587–607.

Stelitano, L., Doan, S., Woo, A., Diliberti, M., Kaufman, J. H., & Henry, D. (2020). The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning. Data Note: Insights from the American Educator Panels. Research Report. RR-A134-3. RAND Corporation.

Saykılı, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1): 2-17.

UNICEF (2020). Education and COVID-19. :https://data.unicef.org/topic/ education/covid-19/ (accessed on 8 january2021)

van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020) Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4): 623-638.

Yadollāhi, S., Tavakoli Torghe, E., Poorsālehi Navide, M., & Āzartāsh, F. (2021). Online teaching problems during COVID 19 pandemic from teachers and parents’ viewpoints and suggesting practical solutions. Educational Innovations. 20(3): 117-45. [in Persian]

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(55): 1-6.