The classroom management problems in online lessons and solution suggestions

The main purpose of this research is to identify the problems in terms of classroom management that teachers experience in online lessons during the distance education process and to offer solutions to these problems. In line with this main purpose, the problems experienced by the participants in online lessons in terms of general and classroom management, the general problems experienced in classroom management in face-to-face lessons, the similarity of these problems and the teachers' ability to use online learning platforms were examined. The research was conducted with 97 teachers working in schools providing education at kindergarten, elementary, middle and high school levels affiliated to the Ministry of National Education in Adana province during 2022-2023. The method of this research was designed within the framework of the Case Study Model. The data obtained from the structured interviews with the participants were analyzed by content analysis. According to the data obtained in this study, it was found that the participants experienced internet connection and hardware problems, technology literacy problems and classroom management problems as general problems in online lessons. It has been determined that the biggest general problem that the participants experienced in online lessons was the classroom management problem. It was concluded that the participants had problems managing the online lesson. The biggest general problems that participants experience in terms of classroom management in online courses; it has been seen that there is little participation in classes, little interaction in lessons, not knowing whether the student is in the lesson and teachers' inexperience in live lessons. It was found that the biggest problems that the participants experienced in terms of classroom management in face-to-face lessons were students' failure to follow the rules, crowded classroom facilities, noise in the classroom and motivation problems. In addition, it has been found that teachers who provide education, especially at the kindergarten and elementary school level, usually experience the problem of students not receiving instructions. According to the answers given by most of the participants in the interviews, it was concluded that the problems experienced by the participants in online and face-to-face lessons differ in terms of classroom management. Participants reported that the problems of both types of education were different. As a result of the analysis, there are some teachers whose skills of using online learning platforms are not as good as those who are good. More than half of the participants also consider these skills to be at an intermediate level. It was concluded that whether the skills of using online learning platforms are good or not varies with age and duration of professional experience. The participants expressed the opinion that a domestic online platform should be created by the Ministry of Education, that this platform to be created and trainings on the more effective and efficient use of distance education should be provided, that tablets, computers, graphics tablets and other equipment should be provided by the Ministry of Education to teachers and students to make distance education progress more efficiently. In addition, the necessity of strengthening the Internet infrastructure and providing it without limits was also reported by the participants.