[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602867-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602867-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","emergency-remote-teaching-from-the-perspective-of-pre-service-teachers-an-evaluation-through-digital-stories","Emergency Remote Teaching from the Perspective of Pre-service Teachers - An Evaluation through Digital Stories","","The study examines pre-service teachers’ perspectives on emergency remote teaching implemented during the COVID-19 pandemic. Learners’ feelings, thoughts, and experiences were captured through self-prepared digital stories and an online open-ended questionnaire in a case study under a Multimedia Design and Production course. Participants included 35 third- and fourth-year pre-service teachers. Content analysis organized findings into four themes covering expectations at the start, access to learning materials and technology, self-regulation skills, and mood during the emergency period.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/emergency-remote-teaching-from-the-perspective-of-pre-service-teachers-an-evaluation-through-digital-stories/602867/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/emergency-remote-teaching-from-the-perspective-of-pre-service-teachers-an-evaluation-through-digital-stories/602867.png","ImageObject",300,407,{"name":42,"@type":43},"dabgoudw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study on emergency remote teaching?","Question",{"text":63,"@type":64},"To determine pre-service teachers’ perspectives on emergency remote teaching during the COVID-19 pandemic, using digital stories and responses from an online questionnaire.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data collected and analyzed?",{"text":68,"@type":64},"Pre-service teachers produced digital stories themselves, and they also answered an online questionnaire with open-ended questions. The data were analyzed using content analysis and grouped into four themes.",{"name":70,"@type":61,"acceptedAnswer":71},"What themes were derived from the participants’ experiences?",{"text":72,"@type":64},"The themes covered expectations and feelings at the beginning, access to learning materials and technology (including faculty members), self-regulation skills, and participants’ mood during emergency remote teaching.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602867,1792166601,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Emergency Remote Teaching from the Perspective of Pre-service Teachers: An Evaluation through Digital Stories  \nFunda ERGÜLEÇ1  \nEskişehir Osmangazi University  \nEsra EREN 2  \nEskişehir Osmangazi University  \nAbstract  \nThe aim of this study was to determine the perspectives of pre-service teachers regarding the emergency remote teaching that took place with the coronavirus disease 2019 (COVID-19) pandemic. The feelings, thoughts and experiences of the pre-service teachers were examined through digital stories prepared by themselves. This case study was carried out within the scope of the Multimedia Design and Production course in the spring semester of the 2019-2020 academic year. The participants consist of 35 third-and fourth-year pre-service teachers who were studying in the Faculty of Education, Department of Computer Education and Instructional Technologies. The data of the research were digital stories prepared by the participants and their responses to an online questionnaire form consisting of open-ended questions. The data were analyzed by content analysis method and collected under four themes: pre-service teachers’ expectations for the distance learning process and their feelings at the beginning of the process, pre-service teachers access to the learning materials, technology and faculty members during the emergency remote teaching, pre-service teachers' self-regulation skills during the emergency remote teaching, and pre-service teachers' mood during the emergency remote teaching.  \nKeywords: Emergency Remote Teaching; Digital Storytelling, Pre-service Teachers, Distance Learning  \nDOI: 10.29329/epasr.2020.334.4  \n1Dr., Faculty of Education, Eskisehir Osmangazi University, Eskisehir, Turkey, ORCID: 0000-0002-7236-7894  \nCorrespondence: [fergulec@ogu.edu.tr](fergulec@ogu.edu.tr)  \n2 Assoc., Prof. Dr., Faculty of Education, Eskisehir Osmangazi University, Eskisehir, Turkey, ORCID: 0000-0001-5949-  \n0516, Email: [eeren@ogu.edu.tr](eeren@ogu.edu.tr)  \nIntroduction  \nWith the coronavirus disease 2019 (COVID-19) pandemic in March, schools across the world had to cancel on-campus classes, requiring students to take classes online (UNESCO, 2020a) . This happened in a short period of time and affected millions of students, teachers, and parents (UNESCO, 2020b) . According to UNESCO over 100 countries have implemented nationwide closures (UNESCO, 2020a), the school closures in Turkey began in mid-March 2020 (16 March) and continued for the rest of the school year for 2020. The school closures were considered as a crucial step to stop the transmission of the virus (Abdulamir & Hafidh, 2020) . Many instructors found themselves delivering their courses in an online environment, in which they had never experienced before (UNESCO, 2020a) . As the instructors, the students also found themselves in online environment taking their face-to-face courses. While the distance education was not a new term in the field of education, the coronavirus disease 2019 (COVID-19) pandemic situation was different as it came with urgency and there was anxiety about the unknown situation and future that the disease brought.  \nThe situation was different from a well-planned online learning experience as it was unexpected and unprepared for all instructors, students, and parents (Hodges et al., 2020) . The situation was called as emergency remote teaching (Hodges et al., 2020) which was formed in response to the pandemic. As Hodges et al. (2020) described “the primary objective in these circumstances is not to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis” (Hodges et al., 2020, p. 6) . While a well-planned online course creates flexible and alternative learning environment for students, this new situation with the emergency remote teaching caused an obligation for students to take all ","cbCaip9hfeSFXsEm","https://ap.wps.com/l/cbCaip9hfeSFXsEm","pdf",520092,17,"English","# Introduction\n## Digital Storytelling","[{\"question\":\"What was the purpose of the study on emergency remote teaching?\",\"answer\":\"To determine pre-service teachers’ perspectives on emergency remote teaching during the COVID-19 pandemic, using digital stories and responses from an online questionnaire.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Pre-service teachers produced digital stories themselves, and they also answered an online questionnaire with open-ended questions. The data were analyzed using content analysis and grouped into four themes.\"},{\"question\":\"What themes were derived from the participants’ experiences?\",\"answer\":\"The themes covered expectations and feelings at the beginning, access to learning materials and technology (including faculty members), self-regulation skills, and participants’ mood during emergency remote teaching.\"}]","Emergency Remote Teaching from the Perspective of Pre-service Teachers - An Evaluation through Digital Stories | PDF",1792095372,43]