Views of branch teachers on the management of compulsory distance education: COVID-19 period sample

The present study purports participant teachers' opinions of compulsory distance education during covid-19 pandemic in terms of curriculum and instruction. This qualitative research was conducted via semi-structured interview form including 23 questions. The participants of the research were 16 volunteer branch teachers working in a state school in Kahta/Adıyaman. The collected data were analyzed using descriptive and content analysis methods. According to the findings of the research, the participants used materials, solved questions about the subject, used EBA, gave assignments and improved their digital skills in order to attain learning outcomes for the students. Participants reported that the students were assigned to overcome the obstacles such as lack of interaction and students' indifference, considering students' readiness, aptitude, level. The participants reported that the regularly attending students performed well in achieving the course goals while non-attending ones mostly failed. For transferring the content to students, the materials were diversified, examples from immediate environment were supplied and lesson was planned to attract students' attention. There were difficulties in subjects that required dialogue in foreign language lessons and in subjects that required processing in mathematics lessons. The intensive use of the computer in the preparation phase of the lesson shortened the time spent by the participants on the preparation relatively and in proportion to their competencies. Participants regarded 30 minutes sufficient per period. Materials such as interactive books, videos, textbooks and question banks were preferred to use because of the fact that they draw attention, are easy to access, and embody the subject. Participants reported that direct instruction, demonstration, question-answer and brainstorming were mostly used in online class. In distance education, computer was preferred for the ease of reflecting materials and screen size, phone for time/space convenience, tablet for the ease of writing and drawing. In order to attract attention and ensure active participation, regular communication was established via WhatsApp, parents were called, students were motivated and materials were diversified. Participants reported that they supplied feedback for the students to correct their mistakes and to diagnose the subjects of which they lack. As the classes were mostly attended by voluntary students, they did not have difficulty in management. It has been found that participants assigned the students to reinforce the subjects and to be ready for the lesson. Although the quality of learning was seen as insufficient due to the fact that the students fell behind in informal education and peer learning, it was sufficient and beneficial for the regularly attending students. In this process, participants reported that they generally provided educational guidance such as preparing for the university exam, encouraging participation in the course and preparing a study plan. It has been found that measurement-evaluation studies such as exams, quizzes, orals or alternative measurement-evaluation methods were not used by the participants. Participants emphasized that there is no equal opportunity on regional basis. Although EBA is regarded rich in material, the content is expected to diversify. It has been found that most of the participants received help from the school's informatics teacher because of their lack of competence in the digital environment and infrastructural problems. Participants think that distance education is indispensable, it is/will be complementary on special occasions like snow holiday, etc. and will continue in a hybrid way in the future. Keywords: Components of Curriculum and Instruction, Distance Education, Compulsory Distance Education, Teachers' Opinions