Investigation of classroom teachers' perceptions about distance education live lessons

Distance Education Live Classes have become an increasingly important issue during the Pandemic periods that are experienced today and are likely to be experienced by experts in the future. In this respect, examining the perceptions of classroom teachers about Distance Education Live Lessons will guide about matters such as in-service trainings and planning of live lessons that will be given to classroom teachers. This research aimed to determine the perceptions of classroom teachers about Distance Education Live Lessons and sought answers to the following questions: Does the perception of classroom teachers towards Distance Education Live Lessons show statistically significant differences according to the variables of gender, professional seniority, class they teach, their proficiency in using computers, and educational status? Scanning model was used in the research. The study group consists of 439 classroom teachers working in the central district of Isparta province in the 2020-2021 academic year. As a data collection tool, the Distance Education Live Lesson Perception Scale was developed by the researcher. During the scale development phase, a literature review was conducted and a question pool was created. Expert opinions were taken for the content and face validity of the draft scale consisting of 52 questions. A pilot study was conducted by sending the draft scale via Google Form to 262 classroom teachers actively involved in distance education live lessons. Exploratory factor analysis was performed on the pilot study data. As a result of the analysis, the final scale consisting of 39 questions in five-point Likert type with a four-factor structure was obtained. Afterwards, the final scale was applied to 439 classroom teachers and data were collected. The Cronbach Alpha reliability value, which is the internal consistency coefficient of the entire scale, was found to be .949. Descriptive statistics and one-way analyses of variance (ANOVA) were used in the analysis of the data. According to the results of the analyses, it was found out that the perceptions of the classroom teachers towards Distance Education Live Lessons did not show statistically significant differences according to the variables of gender, professional seniority, the class they teach, their proficiency in using computers, and educational status. It is thought that the present study will contribute to the development of live lesson programs for the Pandemic period and to the literature, especially to the classroom teachers.